Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Positive Behavior Interventions
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Todd, A.
Right arrow Articles by Spriggs, M.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Teaching Recess

Low-Cost Efforts Producing Effective Results

Anne Todd

University of Oregon

Laurie Haugen

Springfield School District

Kathryn Anderson

Springfield School District

Marilyn Spriggs

Springfield School District

This article describes an intervention using positive behavior support strategies to reduce behavioral incidences occurring during recess. The intervention was developed and implemented by an elementary school Effective Behavior Support team. The intervention was based on a model that focuses on (a) data-based decision making, (b) systems-oriented school improvement goals, and (c) team-driven management as the critical features of the intervention design. Available data suggest that the intervention reduced the number of behavioral incidences, improved the overall school climate, and increased staff satisfaction.

Journal of Positive Behavior Interventions, Vol. 4, No. 1, 46-52 (2002)
DOI: 10.1177/109830070200400108
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Positive Behavior InterventionsHome page
K. Franzen and D. Kamps
The Utilization and Effects of Positive Behavior Support Strategies on an Urban School Playground
Journal of Positive Behavior Interventions, July 1, 2008; 10(3): 150 - 161.
[Abstract] [PDF]

Home page
 Journal of Positive Behavior InterventionsHome page
L. K. Irvin, T. J. Tobin, J. R. Sprague, G. Sugai, and C. G. Vincent
Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions
Journal of Positive Behavior Interventions, July 1, 2004; 6(3): 131 - 147.
[Abstract] [PDF]

Home page
 Journal of Positive Behavior InterventionsHome page
R. H. Horner, A. W. Todd, T. Lewis-Palmer, L. K. Irvin, G. Sugai, and J. B. Boland
The School-Wide Evaluation Tool (SET): A Research Instrument for Assessing School-Wide Positive Behavior Support
Journal of Positive Behavior Interventions, January 1, 2004; 6(1): 3 - 12.
[Abstract] [PDF]