Good Behavior Game - a Randomized Controlled Study Among Young Children in Swedish Primary Schools.
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- Region Skane
- 入组人数
- 44
- 试验地点
- 5
- 主要终点
- Teacher-rated problem behavior in the classroom
研究概览
简要总结
This project seeks to study the impact of Good Behavior Game (GBG), a behavior management program, on classroom environment and problem behavior in K-3 classrooms.
The goal of this randomized trial is to study the impact of Good Behavior Game (GBG), a behavior management program, on classroom environment and problem behavior in K-3 classrooms in Sweden. The main question it aims to answer is:
• Does GBG decrease problem behaviors in K-3 classrooms?
Teachers in the intervention group will be trained in GBG and asked to implement it in their respective classrooms. Teachers in the comparison group will provide usual practice.
详细描述
Background: Early conduct problems are prevalent and a prominent risk factor for several adverse health-related and psychosocial outcomes in later life. Good Behavior Game (GBG) is a promising school-based behavior management program with the potential of reaching many children in their formative years.
Primary objective: To study the effectiveness of Good Behavior Game in reducing problem behaviors in Swedish K-3 classrooms under real-world conditions.
Secondary objectives: To investigate changes in problem behaviors in common school areas, classroom climate, teacher collective efficacy, on-task behavior, and behavioral management practices as a result of teacher training in GBG. The study also seeks to investigate implementation as a moderator, as well as potential barriers and facilitators in regards to implementation.
Type of trial: Cluster-randomized controlled trial
Trial design and methods: Recruitment of schools in a Swedish municipality started early 2021. In May 2021, 5 schools were randomized to either intervention group or wait-list (service-as-usual). Data collection started in August 2021 and ended in June 2022. The intervention group received training in GBG from September 2021 to May 2022 by certified trainers who also collected fidelity data through observations throughout the school year. Teacher ratings and observer data was collected at baseline (August 2021), along with a first (November 2021) and second follow-up (May 2022, primary endpoint) throughout the first school year of implementation.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
盲法说明
The independent assessors are blind to conditions.
入排标准
- 年龄范围
- 5 Years 至 10 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Eligibility is based on school or classroom level factors. Schools must have at least one classroom with a group of students enrolled in grades K, 1, 2, or 3.
排除标准
- •Special education classrooms are not eligible, though inclusive classrooms with a minority of students needing special education can be included.
研究组 & 干预措施
Good Behavior Game
28 classes receiving Good Behavior Game intervention
干预措施: Good Behavior Game (Behavioral)
Service-as-usual
16 classes receiving usual classroom teaching
结局指标
主要结局
Teacher-rated problem behavior in the classroom
时间窗: 9 months (primary endpoint)
A teacher-rated scale listing 20 common problem behaviors in the classroom. The teachers bases their ratings on the week before. Every item is rated on a scale from 0 (no times last week) to 4 (several times a day).
Teacher-rated problem behavior in the classroom
时间窗: Baseline
A teacher-rated scale listing 20 common problem behaviors in the classroom. The teachers bases their ratings on the week before. Every item is rated on a scale from 0 (no times last week) to 4 (several times a day).
Teacher-rated problem behavior in the classroom
时间窗: 3 months
A teacher-rated scale listing 20 common problem behaviors in the classroom. The teachers bases their ratings on the week before. Every item is rated on a scale from 0 (no times last week) to 4 (several times a day).
次要结局
- Collective teacher efficacy(9 months)
- Classroom Atmosphere Measure(9 months)
- Observed general praise(9 months)
- Classroom Environment Scale(9 months)
- Teacher-rated problem behavior in school(9 months)
- Observed reprimands(9 months)
- On-task behavior: Planned activity check/PLACHECK(9 months)
- Behavioral correction(9 months)
- Observed specific praise(9 months)
- Positive behavior support(9 months)
- Classroom Atmosphere Measure(Baseline)
- Classroom Atmosphere Measure(3 months)
- Classroom Environment Scale(Baseline)
- On-task behavior: Planned activity check/PLACHECK(Baseline)
- On-task behavior: Planned activity check/PLACHECK(3 months)
- Teacher-rated problem behavior in school(Baseline)
- Teacher-rated problem behavior in school(3 months)
- Collective teacher efficacy(Baseline)
- Positive behavior support(Baseline)
- Behavioral correction(Baseline)
- Observed general praise(Baseline)
- Observed general praise(3 months)
- Observed specific praise(Baseline)
- Observed specific praise(3 months)
- Observed reprimands(Baseline)
- Observed reprimands(3 months)