This cluster randomized controlled trial (RCT) examined the impact of the Good Behavior Game (GBG) on children's developmental trajectories of disruptive behavior, concentration problems, and prosocial behavior from middle childhood (ages 6–7 years) to early adolescence (ages 10–11 years). Seventy-seven schools in England were randomly assigned to intervention and control groups. Allocation was balanced by school size and the proportion of children eligible for free school meals. Children (N = 3084) ages 6–7 years at baseline were the target cohort. Outcome measures, assessed via the Teacher Observation of Child Adaptation Checklist, were taken prior to randomization (baseline – Time 1) and annually for the next 4 years (Time 2 to Time 5). During the 2-year main trial period (Time 1 to Time 3), teachers of this cohort in intervention schools implemented the GBG, whereas their counterparts in the control group continued their usual practice. A multivariate multilevel non-linear growth curve model indicated that the GBG reduced concentration problems over time. In addition, the model also revealed that the intervention improved prosocial behavior among at-risk children (e.g., those with elevated symptoms of conduct problems at Time 1, n = 485). No intervention effects were unequivocally found in relation to disruptive behavior. These findings are discussed in relation to the extant literature, strengths and limitations are noted, and practical and methodological implications are highlighted.

这项整群随机对照试验 (RCT) 检查了良好行为游戏 (GBG) 对儿童从童年中期（6-7 岁）到青春期早期（10-10 岁）的破坏性行为、注意力问题和亲社会行为的发展轨迹的影响。 11 年）。英格兰的 77 所学校被随机分配到干预组和对照组。分配由学校规模和有资格获得免费校餐的儿童比例平衡。儿童（N = 3084) 基线年龄 6-7 岁是目标队列。在随机分组之前（基线 - 时间 1）和接下来的 4 年（时间 2 至时间 5）每年都通过儿童适应检查表的教师观察评估结果测量。在为期 2 年的主要试验期（时间 1 至时间 3）中，干预学校的这组教师实施了 GBG，而对照组的同行继续他们的常规做法。多元多级非线性增长曲线模型表明，GBG 随着时间的推移减少了集中问题。此外，该模型还显示干预改善了高危儿童的亲社会行为（例如，在时间 1 时行为问题症状升高的儿童，n = 485)。没有明确发现与破坏性行为有关的干预效果。结合现有文献对这些发现进行了讨论，指出了优势和局限性，并强调了实践和方法学的意义。