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筛选: 学 Education, Criminal Justice, and Human Services 创建者 Haydon, Todd

Active Supervision, Precorrection, and Explicit Timing: A High School Case Study on Classroom Behavior

Type:

Article

摘抄:

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. Keywords: active supervision, explicit timing, Positive Behavior Intervention and Support, precorrection, urban education

作者:

Kroeger, Stephen and Haydon, Todd

提交者:

Stephen Kroeger

上传日期:

02/08/2016

更改日期:

08/11/2016

证书:

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