USING ACTIVE SUPERVISION AND PRECORRECTION TO IMPROVE TRANSITION BEHAVIORS IN AN ELEMENTARY-SCHOOL

Schools often identify settings in which transitions occur, such as ha llways and cafeteria, as major problem behavior areas. School psycholo gists may be called on to assist in bringing problem behaviors during transitions under control as a consulting resource for general educati on, or as a form of behavioral support for students with behavior prob lems in special education. This study was designed to investigate the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementa ry students in major transition settings. Three transition settings we re targeted in an elementary school: (a) entering the school building, (b) moving to the cafeteria for lunch, and (c) exiting the school bui lding. A multiple baseline design across the three transition settings was used. An analysis of baseline data indicated high rates of studen t problem behavior, especially running, hitting, and yelling, and low rates of precorrection and active supervision behaviors by staff. Resu lts showed increases in precorrection and active supervision behaviors by staff with concomitant, substantial reductions in student problem behavior. Details of the methodology and results, and practical implic ations and directions for future research are described and discussed.