Using active supervision and precorrection to improve transition behaviors in an elementary school.

TLDR

School transitions are common sites of problem behavior, and school psychologists are often called upon to help manage these behaviors through consultation and support. This study examined the impact of a school‑wide intervention plan using precorrection and active supervision on elementary students’ social behavior during key transition settings. The intervention targeted three transition settings—entry, cafeteria, exit—using a multiple‑baseline design across the settings. The intervention increased staff precorrection and active supervision and led to substantial reductions in students’ running, hitting, and yelling during transitions.

Abstract

Schools often identify settings in which transitions occur, such as hallways and cafeteria, as major problem behavior areas. School psychologists may be called on to assist in bringing problem behaviors during transitions under control as a consulting resource for general education, or as a form of behavioral support for students with behavior problems 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 elementary students in major transition settings. Three transition settings were targeted in an elementary school: (a) entering the school building, (b) moving to the cafeteria for lunch, and (c) exiting the school building. A multiple baseline design across the three transition settings was used. An analysis of baseline data indicated high rates of student problem behavior, especially running, hitting, and yelling, and low rates of precorrection and active supervision behaviors by staff. Results 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 implications and directions for future research are described and discussed. The need for school psychologists to assist in the development and evaluation of school-wide behavior support systems is derived from two concerns. First, consistent with their traditional role as consulting resources for special educators, school psychologists consult with educators regarding the behavioral supports necessary to improve the participation of students with social, emotional, or behavioral