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Open AccessOriginalarbeit

Effekte des Good Behavior Game bei Grundschüler_innen mit externalisierenden Verhaltensproblemen

Published Online:March 09, 2023https://doi.org/10.1024/2235-0977/a000410

Abstract

Zusammenfassung:Hintergrund: Das Good Behavior Game (GBG; Barrish, Saunders & Wolf, 1969) ist eine wirksame verhaltensmodifikatorische Intervention zur Verbesserung des Verhaltens von Schüler_innen im Unterricht. Allerdings ist der Kenntnisstand zur Effektivität der Maßnahme bei Schüler_innen mit externalisierenden Verhaltensproblemen auf individueller Ebene insgesamt gering. Methoden: Die aktuelle Studie untersucht die Auswirkungen des GBG auf das störende Verhalten (SV) und das lernförderliche Verhalten (LV) von 20 Grundschüler_innen mit externalisierenden Verhaltensproblemen der dritten Klasse auf individueller Ebene. Es wurde ein Multipler-Grundraten-Versuchsplan mit A–B Design verwendet. Zur fallübergreifenden Schätzung der Effekte wurden die Daten mittels hierarchischer stückweiser Regression analysiert. Ergebnisse: Die Befunde der Mehrebenenanalysen unter Berücksichtigung aller 20 Einzelfälle weisen sowohl für die Spielphase (GBG-Phase) als auch für den gesamten Schultag signifikante Level-Effekte auf beiden Dimensionen (SV und LV) nach. Während sich das lernförderliche Verhalten verbessert, geht das Störverhalten zurück. Diskussion: Demnach zeigt sich ein unmittelbarer Interventionseffekt auf das Verhalten der Schüler_innen. Die Ergebnisse bestätigen bisherige Untersuchungen zur Wirksamkeit des GBG bei Schüler_innen mit Verhaltensproblemen. Eine wesentliche Erweiterung stellen die Einzelfallbefunde zur Verhaltensentwicklung der Schüler_innen außerhalb der Spielphasen dar (Transfereffekte).


Effects of the Good Behavior Game on Primary School Students with Externalizing Behavior Problems

Abstract:Background: The Good Behavior Game (GBG; Barrish, Saunders & Wolf, 1969) is an effective behavior modification intervention for improving students' classroom behavior. However, less is known about the effects on individual students with externalizing behavior problems. Methods: The current study examined the impact of the GBG on disruptive behavior (DB) and academic engagement (AE) of 20 at-risk 3rd grade elementary students at the individual level. A multiple baseline design with an A–B format was used. Hierarchical Piecewise Regression was applied to analyze the data across cases. Results: The findings of the multilevel approach revealed significant level effects on both dimensions (DB and AE) for the play phase (GBG phase) as well as for the whole school day. While academic engagement improves, disruptive behavior decreases. Discussion: Thus, there is an immediate intervention effect on students' behavior. Our results support previous research indicating that the GBG is an appropriate classroom-based intervention for students with behavior problems and expand the findings regarding students' behavioral development outside the GBG phase based on single-case data.

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