Rates of problem behavior at urban elementary school playgrounds are of growing concern. The purpose of this study was to examine how the implementation of a recess intervention within the context of School-wide Positive Behavior Support (SwPBS), a systemwide, team-driven, data-based decision-making continuum of support, affected disruptive student behavior and teacher supervision on the playground in an urban elementary school. Specifically, this study replicated investigations conducted by Lewis and colleagues through teaching recess-related behaviors to students and using group contingencies to reinforce appropriate student behaviors. A multiple baseline design was used to assess the effects of SwPBS on the frequency of five target behaviors. Results indicated decreases in disruptive behaviors across three grade levels and increases in active teacher supervision.
Bear, G. (1998). School discipline in the United States: Prevention, correction, and long-term social development. School Psychology Review, 27, 14-32. Retrieved March 30, 2003, from Wilson Omni File database.
2.
Butera, G., Klein, H., McMullen, L., & Wilson, B. (1998, Summer). A statewide study of FAPE and school discipline policies. Journal of Special Education, 32, 108-114. Retrieved March 30, 2003, from Wilson Omni File database.
3.
Colvin, G., Sugai, G., Good, R., & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-363.
4.
Gresham, F.M. (1995). Best practices in social skills training. In A. Thomas & J. Grimes (Eds.), Best practices in social skills training (3rd ed., pp. 1021-1031). Washington, DC: National Association of School Psychologists.
5.
Hendricks, C.M. (1993). Safer playgrounds for young children. Washington, DC: ERIC Clearing House on Teacher Education .
6.
Koop, C.E., & Lundberg, G. (1992). Violence in America: A public health emergency: Time to bite the bullet back. Journal of the American Medical Association, 267, 3075-3076.
7.
Lewis, T., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459.
8.
Lewis, T.J., Colvin, G., & Sugai, G. (2000, May). The effects of precorrection and active supervision on the recess behavior of elementary students. Education and Treatment of Children, 23, 109-121.
9.
Lewis, T.J., & Garrison-Harrell, L. (1999, Spring). Effective behavior support: Designing setting-specific interventions. Effective School Practices, 17, 38-46.
10.
Lewis, T.J., Powers, L.J., Kelk, M., & Newcomer, L.L. (2002). Reducing problem behaviors on the playground: An investigation of the application of school-wide positive behavior supports. Psychology in the Schools, 39, 181-190.
11.
Lewis, T.J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children , 31(6), 1-17.
12.
Nelson, R.J. (1996). Designing schools to meet the needs of students who exhibit disruptive behavior. Journal of Emotional and Behavioral Disorders, 4, 147-161.
13.
Rutherford, R.B., & Nelson, C.M. (1995). Management of aggressive and violent behavior in the schools. Focus on Exceptional Children, 27(6), 1-15.
14.
Scott, T. (2001, Spring). A schoolwide example of positive behavior support. Journal of Positive Behavior Interventions, 3, 88-94.
15.
Sugai, G., & Horner, R.H. (2002). Introduction to the special series on positive behavior support in schools. Journal of Emotional and Behavioral Disorders, 10, 130-136. Retrieved March 5, 2003, from Expanded Academic ASAP database.
16.
Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, M.C., et al. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131-143.
17.
Sugai, G., Sprague, J.R., Horner, R.H., & Walker, H.M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions . Journal of Emotional and Behavioral Disorders, 8, 94-106.
18.
Tawney, J.W., & Gast, D.L. (1984). Single subject research in special education. Columbus, OH: Merrill.
19.
Taylor-Greene, S.J., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., et al. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 77, 99-112.
20.
Taylor-Greene, S.J., & Kartub, D.T. (2000). Durable implementation of school-wide behavior support. Journal of Positive Behavior Support, 2, 233-236. Retrieved May 19, 2003, from Expanded Academic ASAP database.
21.
Thompson, T. (1991). People make a difference in school playground safety. Executive Educator, 13(8), 28-29.
22.
Todd, A., Haugen, L., Anderson, K., & Spriggs, M. (2002). Teaching recess: Low-cost efforts producing effective RECESS. Journal of Positive Behavior Interventions, 4, 46-52.
23.
Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., et al. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children , 68, 377-402.
24.
Walker, H.M., Ramsey, E., & Gresham, F.M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Belmont, CA: Thomson/ Wadsworth.
