Citation

Lewis TJ, Colvin G, Sugai G. Educ. Treat. Child. 2000; 23(2): 109-121.

Copyright

(Copyright © 2000, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Increasing a school's capacity to effectively deal with challenging behavior on a systemwide basis has increasingly been advocated as a promising practice. However, there is limited empirical support for large scale interventions focusing on specific school settings. The purpose of this study was to examine the effectiveness of implementing a pre-correction and active supervision strategy on the rate of problem behavior observed during recess on an elementary school playground. The study was conducted within the context of a larger school-wide behavioral support project. Using a multiple baseline across groups design, results indicated that the intervention reduced rates of problem behavior exhibited by elementary students, but was not effective in increasing rates of active supervision on the part of playground monitors. Implications for practical applications and research replications are discussed.

Language: en