Literaturnachweis - Detailanzeige
| Autor/inn/en | Haydon, Todd; Kroeger, Stephen D. |
|---|---|
| Titel | Active Supervision, Precorrection, and Explicit Timing: A High School Case Study on Classroom Behavior |
| Quelle | In: Preventing School Failure, 60 (2016) 1, S.70-78 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-988X |
| DOI | 10.1080/1045988X.2014.977213 |
| Schlagwörter | 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; Ohio |
| 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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