ABSTRACT

Management of classroom behavior is one of the primary responsibilities of teachers, yet teachers report they receive little to no training in this area. Research demonstrates that classrooms with poor behavior management lead to negative outcomes for students and teachers. Behavioral Skills Training (BST) may be an effective model for supporting teachers on the use of the Good Behavior Game (GBG), which is a simple intervention encompassing many recommended evidence-based classroom management practices. The purpose of this study was to use a multiple-probe design to examine the impact of BST on teacher adherence and quality of GBG implementation. Results indicated that BST effectively trained teachers to implement the GBG with high levels of adherence that were maintained for the duration of the study with no follow-up supports needed. Modest changes were observed for quality of implementation. Student outcomes, participant responsiveness, self-efficacy, correlational analyses, and implications for future research are discussed.

摘要

课堂行为管理是教师的主要职责之一，但教师报告说他们在这方面几乎没有接受过培训。研究表明，行为管理不善的课堂会给学生和教师带来负面影响。行为技能培训 (BST) 可能是支持教师使用良好行为游戏 (GBG) 的有效模式，这是一种简单的干预措施，包含许多推荐的循证课堂管理实践。本研究的目的是使用多探针设计来检验 BST 对教师依从性和 GBG 实施质量的影响。结果表明，BST 有效地培训教师实施 GBG，并在研究期间保持高水平的依从性，无需后续支持。观察到实施质量的适度变化。讨论了学生的成绩、参与者的反应、自我效能、相关性分析以及对未来研究的影响。