Effects of Behavioral Skills Training on Teachers Conducting the Recess-to-Classroom Transition

Autor/inn/en	Smith, Sarah C.; Higbee, Thomas S.
Titel	Effects of Behavioral Skills Training on Teachers Conducting the Recess-to-Classroom Transition
Quelle	In: Journal of Behavioral Education, 30 (2021) 4, S.624-640 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Higbee, Thomas S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09395-1
Schlagwörter	Elementary School Teachers; Elementary School Students; Recess Breaks; Student Behavior; Behavior Modification; Skill Development; Grade 2; Grade 3; Grade 4; Transitional Programs; Program Effectiveness + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aktive Pause; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Kompetenzentwicklung; Qualifikationsentwicklung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Elementary school teachers transition their students from recess to the classroom multiple times a day. When students do not line up quickly or are disruptive in line, teachers can spend valuable instructional time trying to manage students' inappropriate behaviors. The result is a loss of instructional time that could lead to a decrease in student performance. This study examined how teachers could use behavioral skills training with their students as a way to reduce the length of the recess-to-classroom transition with second-fourth graders. After teachers were trained, they provided their students with training, which included instruction, modeling, rehearsal, and feedback. The result in each teacher's classroom was that students began to line up more quickly and use their hands and feet appropriately for the duration of the transition. Appropriate behavior and reduced transition times maintained at a 2-week follow-up. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01