Reducing Hallway Disruptions in Elementary Students Using a Modified Timely Transitions Game

Autor/inn/en	VanMaaren, Victoria; Daniels, Stephanie; Ignacio, Peter; McCurdy, Merilee; Skinner, Christopher H.
Titel	Reducing Hallway Disruptions in Elementary Students Using a Modified Timely Transitions Game
Quelle	In: Journal of Positive Behavior Interventions, 22 (2020) 1, S.15-24 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCurdy, Merilee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300719857187
Schlagwörter	Student Behavior; Behavior Problems; Elementary School Students; Positive Behavior Supports; Educational Games; Prevention; Summer Schools; Outcomes of Education + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Educational game; Lernspiel; Prävention; Vorbeugung; Summer school; Sommerkurs; Lernleistung; Schulerfolg
Abstract	Inappropriate behaviors are common during hallway transitions. Researchers have successfully reduced hallway transition times using the Timely Transitions Game, which involves applying interdependent group rewards delivered contingent upon a class's transition time. A multiple-baseline design was used to evaluate effects of a modified Timely Transitions Game (i.e., a response cost component was added to typical Timely Transition Game procedures) on inappropriate hallway transition behavior across three elementary summer program classrooms. Visual analysis of a repeated-measures graph and statistical analysis suggested that the modified Timely Transitions Game caused immediate, consistent, and meaningful reductions in inappropriate transition behaviors across classrooms. The modified Timely Transitions Game may be an effective prevention and remediation procedure consistent with approaches focusing on reducing inappropriate behavior via the application of behavioral strategies. Discussion is focused on the need for additional studies to evaluate longitudinal effects and the generalizability of the current findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01