Students with attention-deficit/hyperactivity disorder (ADHD) may engage in disruptive classroom behaviors. The Caught Being Good Game (CBGG) has been identified as an intervention for managing class-wide behaviors. The purpose of the current study was to evaluate the effect of the CBGG in increasing class-wide academically engaged behavior (AEB) and decreasing disruptive behaviors (DB) among target students diagnosed with ADHD. This study used a multiple baseline design across three elementary classrooms. The results indicated that all participants’ AEB increased when the CBGG was implemented. The results also suggested that the CBGG decreases DB among target students diagnosed with ADHD. Using the CBGG as part of classroom management could reduce the time teachers spend managing student behavior and increase the time they spend on teaching.

中文翻译：

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赋予教师低强度干预能力：利用“抓到是好游戏”来促进患有多动症的学生的积极行为

患有注意力缺陷/多动障碍 (ADHD) 的学生可能会出现破坏性的课堂行为。被抓的好游戏（CBGG）已被确定为管理全班行为的干预措施。本研究的目的是评估 CBGG 在被诊断患有 ADHD 的目标学生中增加全班学术参与行为 (AEB) 和减少破坏性行为 (DB) 的效果。这项研究在三个小学教室中使用了多基线设计。结果表明，实施 CBGG 后，所有参与者的 AEB 均有所增加。结果还表明，CBGG 降低了被诊断为 ADHD 的目标学生的 DB。使用 CBGG 作为课堂管理的一部分可以减少教师花在管理学生行为上的时间，并增加他们花在教学上的时间。