Active Supervision: An Intervention to Reduce High School Tardiness

Johnson-Gros, Kristin N.; Lyons, Elizabeth A.; Griffin, Jennifer R.

doi:10.1353/etc.0.0012

Cited by 23 publications

(11 citation statements)

References 13 publications

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“…For practitioners, there are several lessons to be learned. Findings provide evidence to support active supervision when used in isolation (e.g., Johnson-Gros et al, 2008) or as component of an intervention package (e.g., active supervision, precorrection, and explicit timing; Haydon & Kroeger, 2016). Practitioners can employ this effective, efficient, low-intensity strategy with greater confidence to reduce problem behavior in a variety of school and classwide contexts.…”

Section: Implications For Practice and Researchmentioning

confidence: 83%

“…Two studies examined active supervision without precorrection. Johnson-Gros et al (2008) examined active supervision in isolation, and Franzen and Kamps (2008) examined active supervision as part of a multicomponent recess intervention. Five studies examined active supervision with precorrection.…”

Section: Resultsmentioning

confidence: 99%

“…This makes it difficult to interpret the role of active supervision in producing the results in each study. Indeed, only one study examined the efficacy of active supervision in isolation (Johnson-Gros et al, 2008). Future research may study active supervision as a sole treatment (e.g., withdrawal/ reversal or multiple baseline design) or with other treatments using a comparative design to evaluate the unique impact of active supervision in conjunction with other treatment components (Ledford & Gast, 2018).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…Authors found a decrease in problem behavior after introducing an active supervision/precorrection intervention. Subsequent articles analyzed effects of active supervision when combined with other strategies (e.g., with precorrection; Haydon & Kroeger, 2016; Lewis, Colvin, & Sugai, 2000) or in isolation (Johnson-Gros et al, 2008). To date, studies have focused on schoolwide (Colvin et al, 1997), classwide (De Pry & Sugai, 2002), and grade-level (Franzen & Kamps, 2008) efforts.…”

Section: Active Supervisionmentioning

confidence: 99%

“…Early work on teacher effectiveness (Brophy, 2010; Kounin, 1970) highlighted the importance of a teacher’s monitoring students’ engagement and activities in the classroom. Since then, empirical studies have shown how active supervision can reduce behavior problems during transitions to and from classrooms (Haydon, DeGreg, Maheady, & Hunter, 2012), tardiness to class (Johnson-Gros, Lyons, & Griffin, 2008), and how supervision more broadly (e.g., observation and proximity) supports positive shifts in student performance in academic and behavioral domains (Oswald, Safran, & Johanson, 2005; Sariscsany, Darst, & van der Mars, 1995; Schuldheisz & van der Mars, 2001).…”

mentioning

confidence: 99%

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A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings

Allen

Common

Germer

et al. 2019

Behavioral Disorders

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Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.

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Section: Implications For Practice and Researchmentioning

confidence: 83%

Section: Resultsmentioning

confidence: 99%

Section: Limitations and Future Directionsmentioning

confidence: 99%

Section: Active Supervisionmentioning

confidence: 99%

mentioning

confidence: 99%

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A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings

Allen

Common

Germer

et al. 2019

Behavioral Disorders

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Principles of sustainable prevention: Designing scale‐up of School‐wide Positive Behavior Support to promote durable systems

McIntosh¹,

Filter²,

Bennett³

et al. 2009

Psychology in the Schools

121

106

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In this article, we provide an overview of School‐wide Positive Behavior Support (SWPBS), an approach to building protective school cultures and preventing the development of problem behavior through instruction, environmental redesign, and attention to systems‐level variables. We define the critical features of SWPBS within a prevention science lens, including identification of its conceptual foundations, proximal mediators of student outcomes, and current research base and goals. Given its evidence of effectiveness, we describe efforts and a research agenda in the area of sustainability of SWPBS, including a description of a proposed model of sustainability and a case study of statewide implementation with steps taken to promote sustained implementation. © 2009 Wiley Periodicals, Inc.

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A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis

Solomon

Klein

Hintze

et al. 2012

Psychology in the Schools

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Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school‐wide model used for prevention. School‐Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta‐analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single‐case studies were evaluated using a regression‐based procedure. Results show promising early trends in the data across dependent variables with a need for further research in specific areas. © 2011 Wiley Periodicals, Inc.

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Active Supervision: An Intervention to Reduce High School Tardiness

Cited by 23 publications

References 13 publications

A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings

A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings

Principles of sustainable prevention: Designing scale‐up of School‐wide Positive Behavior Support to promote durable systems

A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis

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