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Filtering by: Creator/Author Haydon, Todd Remove constraint Creator/Author: Haydon, Todd Department Teacher Education Remove constraint Department: Teacher Education

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

    Article thumbnail: Active Supervision, Precorrection, and Explicit Timing: A High School Case Study on Classroom Behavior
    Type:
    Article
    Description/Abstract:
    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
    Creator/Author:
    Kroeger, Stephen and Haydon, Todd
    Submitter:
    Stephen Kroeger
    Date Uploaded:
    02/08/2016
    Date Modified:
    08/11/2016
    License:
    All rights reserved