Disruptive behavior (DB) negatively affects the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Group contingency interventions, such as the Good Behavior Game (GBG), are often used classwide to provide teachers with evidence-based management strategies while improving student behavior. In the present study, we evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. Although the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary-level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single-case withdrawal design in three classrooms (ninth, 10th, and 11th grades). The results of the study indicated that the no-team version of the GBG was effective at reducing levels of DB and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior in high school classrooms.

中文翻译：

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在高中教室中，无队版良好行为游戏的功效

破坏性行为（DB）会以各种方式对学习过程产生负面影响，从而干扰个别学生，老师和/或整个班级的教育过程。群体应急措施，例如良好行为游戏（GBG），经常在全班使用，以在改善学生行为的同时为教师提供基于证据的管理策略。在本研究中，我们评估了GBG简化版无团队版在普通教育中学课堂中的效果。尽管GBG已在多种环境中进行了评估，但它对于中学生使用的经验证据有限，表明对此类评估的需求很大。干预的效果通过A / B / A / B单例退出设计在三个教室（第9、10和11年级）中确定。研究结果表明，GBG的无团队版本可有效降低DB的水平并提高每个教室的学术参与度。此外，发现干预程序对每位教师都是可以接受的，这表明GBG的简化版本是一种改进高中教室学生行为的有效策略。