Rates of problem behavior at urban elementary school playgrounds are of growing concern. The purpose of this study was to examine how the implementation of a recess intervention within the context of School-wide Positive Behavior Support (SwPBS), a systemwide, team-driven, data-based decision-making continuum of support, affected disruptive student behavior and teacher supervision on the playground in an urban elementary school. Specifically, this study replicated investigations conducted by Lewis and colleagues through teaching recess-related behaviors to students and using group contingencies to reinforce appropriate student behaviors. A multiple baseline design was used to assess the effects of SwPBS on the frequency of five target behaviors. Results indicated decreases in disruptive behaviors across three grade levels and increases in active teacher supervision.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.