ERIC Number: EJ1082690
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 41
Active Supervision, Precorrection, and Explicit Timing: A High School Case Study on Classroom Behavior
Haydon, Todd; Kroeger, Stephen D.
Preventing School Failure, v60 n1 p70-78 2016
One proactive approach to increasing student engagement in schools is implementing Positive Behavior Intervention and Support (PBIS) strategies. PBIS focuses on prevention and concentrates on quality-of-life issues that include improved academic achievement, enhanced social competence, and safe learning and teaching environments. This study is a replication of a study that investigated the combination of active supervision, precorrection, and explicit timing. The purpose of the study was to decrease student problem behavior, reduce transition time, and support maintenance of the intervention in the setting. Results show that active supervision, precorrection, and explicit timing decreased student problem behavior, decreased the duration of transitions in two instructional periods, and the intervention was maintained in the setting. Implications, limitations, and future research are discussed.
Descriptors: Positive Behavior Supports, Student Behavior, Case Studies, Learner Engagement, Supervision, Behavior Problems, Classroom Techniques, Intervention, Time Management, Urban Schools, Junior High School Students, Likert Scales, Observation
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Ohio