Active Supervision: An Intervention to Reduce High School Tardiness
Active Supervision: An Intervention to Reduce High School Tardiness
复制标题
主动监督：减少高中迟到的干预措施
DOI：
10.1353/etc.0.0012
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发表时间：
2008
影响因子：
1
通讯作者：
Jennifer R. Griffin
中科院分区：
文献类型：
--
作者：
Kristin N. Johnson;Elizabeth A. Lyons;Jennifer R. Griffin
帮助减少学校纪律问题的一种主动方法是实施积极行为支持 (PBS) 策略。为了在全校范围内成功实施 PBS，Sugai 和 Horner (2002a) 强调多系统视角，重点关注全校纪律、课堂管理、非课堂环境和学生个人。根据 Nelson、Smith 和 Colvin（1995）的说法，大约 50% 导致纪律处分的问题行为发生在非课堂环境（例如走廊、自助餐厅）。非课堂环境中常用的一种干预措施是主动监督。本研究的目的是使用跨教学期间的多个基线来评估主动监督对农村高中学生的走廊行为（即迟到）的影响。结果表明，积极监督减少了教学期间迟到的频率。此外，对每个主动监督组成部分进行了评估，这表明所有组成部分对于获得学生行为改变可能并不是必不可少的。还讨论了影响和未来的研究。
One proactive approach to aid in reducing disciplinary problems in schools is implementing Positive Behavior Support (PBS) strategies. To successfully implement PBS school-wide, Sugai and Horner (2002a) emphasize a multi-systems perspective, which focuses on school-wide discipline, classroom management, non-classroom settings, and individual students. According to Nelson, Smith, and Colvin (1995) approximately 50% of problem behaviors resulting in discipline referrals occur in non-classroom settings (e.g., hallway, cafeteria). One intervention commonly utilized in non-classroom settings is active supervision. The purpose of the present study was to assess the effects of active supervision on the hallway behavior (i.e., tardies) of students in a rural high school using a multiple baseline across instructional periods. The results show that active supervision decreased frequency of tardies across instructional periods. Also, each active supervision component was assessed, suggesting that all components may not be essential in obtaining student behavior change. Implications and future research are also discussed.