Citation

Oswald K, Safran S, Johanson G. Educ. Treat. Child. 2005; 28(3): 265-278.

Copyright

(Copyright © 2005, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Effective management of disruptive behaviors in schools is a national concern. While substantial resources are often allocated toward individual students who exhibit challenging behavior, less emphasis is placed on preventative interventions in common areas such as hallways, cafeterias and playgrounds. The purpose of this study was to determine whether a multi-component Positive Behavior Support (PBS) intervention consisting of positive practice, pre-correction, verbal praise, reinforcement, correction of inappropriate behavior, active supervision, discussion of behavior with students and on-time dismissal could improve middle school students' problematic hallway behaviors. The 5-week intervention phase resulted in a very large reduction between baseline and treatment phases of 42.36% across 950 students. This study provides evidence that readily available and cost-effective techniques can be used to make school common areas safer and more orderly. Implications for the use of schoolbased PBS practices are discussed.

Language: en