Active Supervision

Systematically applied W. R. Jenson's (1990, unpublished; see also G. Rhode et al, 1992) Mystery Motivator (MM) across 9 Ss (5 3rd-grade boys and 4 5th-grade boys) from 2 classrooms.

A multiple baseline design across participants was used to determine how teacher greetings affected on‐task behavior of 3 middle school students with problem behaviors.

To examine the evidence base of this strategy, the authors 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. This systematic literature review identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria.

Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.

Active responding (in the form of response cards) was employed during a math lecture in a third-grade classroom to evaluate its effect on disruptive behavior.

We evaluated the effectiveness of full-session differential reinforcement of low rates of behavior (DRL) on 3 primary school children's rates of requesting attention from their teacher. Using baseline rates of responding and teacher recommendations, we set a DRL schedule that was substantially lower than baseline yet still allowed the children access to teacher assistance.

This well-written book on assertiveness clearly describes the non assertive, assertive, and aggressive styles of supervision. Each chapter provides numerous examples, practice exercises, and self-tests. The author identifies feelings and beliefs that support aggressiveness, non aggressiveness, or non assertiveness which help the reader "look beyond the words themselves."

The authors evaluating effects of a school's implementation of check-in/check-out with two typically developing students in the school.

This review of the literature examines the impact of performance feedback on two evidence-based classroom management strategies: praise and opportunities to respond (OTRs).

This study sought to extend the work of Horner et al. (2010) in assessing the evidence base for SWPBS. However, unlike in the Horner et al. (2010) study, in this study the proposed criteria were applied to individual studies.

The purpose of this study was to conduct an experimental investigation of the Positive Greetings at the Door (PGD) strategy to improve middle school students’ classroom behavior. 

This meta-analysis of single-case research synthesized the results of 29 studies examining the effectiveness of school-based peer management interventions. 

A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation.

This study investigated the effects of self-graphing on improving the reactivity of self-monitoring procedures for two students with learning disabilities.

The current study was designed to evaluate the effects of a tootling intervention, in which students report on peers' appropriate behavior, modified to incorporate ClassDojo technology, on class-wide disruptive behavior and academically engaged behavior. 

Active learning instructional strategies can be created and used to engage students in (a) thinking critically or creatively, (b) speaking with a partner, in a small group, or with the entire class, (c) expressing ideas through writing, (d) exploring personal attitudes and values, (e) giving and receiving feedback, and (f) reflecting upon the learning process

This guide explores the challenges involved in providing the optimum climate for learning and provides recommendations for encouraging positive behavior and reducing negative behavior.

The review contains a comprehensive evaluation of studies that have directly compared school‐based, teacher‐ vs. student‐management interventions.

The purpose of the Beginning Teacher Evaluation Study1 (BTES) was to identify teaching activities and classroom conditions that foster student learning in ele-mentary schools. The study focused on instruction in reading and mathematics at grades two and five. 

The purposes of this review were to (a) describe and quantify the effect of the Good Behavior Game on various challenging behaviors in school and classroom settings and (b) understand characteristics of the intervention that may affect the magnitude of the outcomes

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

This paper synthesizes and evaluates 12 studies to calculate the effect size on Active Supervision and student conduct.

This report presents analyses of data from semistructured interviews with central office personnel, principal supervisors, and principals, as well as data from surveys of supervisors and principals in each of the six PSI districts.

This overview focuses on proactive strategies to support appropriate behavior in school settings.

This overview focuses on proactive strategies to support appropriate behavior in school settings.

This overview describes strategies for how school personnel can respond when disruptive behavior occurs, including (1) negative consequences that can be applied as primary interventions, (2) functional behavior assessment, and (3) function-based, individualized interventions characteristic of the secondary or tertiary tiers of a multitiered system of support. 

This overview describes the definitions and importance of active supervision. This overview also provides research and implementations of this strategy.

The authors evaluated four methods for increasing the practicality of functional communication training (FCT) by decreasing the frequency of reinforcement for alternative behavior.

This study is a replication of a study that investigated the combination of active supervision, precorrection, and explicit timing. The purpose of the study was to decrease student problem behavior, reduce transition time, and support maintenance of the intervention in the setting.

Teachers experience high levels of stress and emotional exhaustion while teaching in classrooms with too much student misbehavior. This situation created a negative learning environment in which the teachers were not able to complete their lesson plans on a daily basis. Fortunately, a simple strategy was used to effectively respond to these challenging behaviors.

A study was designed to investigate if a combination of positive behavior supports-based interventions such as behavior-specific praise and reduced teacher reprimands might improve on-task behavior. 

Four secondary school teachers were systematically observed teaching four different classes. Measures of class on‐task behaviour and teacher use of praise and reprimand were made during each observation session. 

The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). 

This study is an examination of the effectiveness of the Mystery Motivator—an interdependent group contingency, variable-ratio, classwide intervention—as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. 

This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors.

The authors investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education classroom.

This study investigated the effectiveness of the mystery motivator intervention as a means to remediate mathematics homework accuracy and completion problems in five fifth-grade students.

The authors show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. 

Given the increased risk factors in the transition from middle school to high school, this study tracked academic and school discipline records for students receiving general and special education services as they transitioned from Grade 8 to Grade 9

This article describes a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of practitioners who have used active supervision in classrooms that include students with challenging behavior.

A within-subjects multiple baseline across subjects design was employed to assess the effects of a self-management intervention involving self-recording and goal setting on the academic behaviour of three Year 4 (8-year-old) boys during language (poetry and story writing) lessons

The aim of this study is to examine difference in the effect of instructional methods (lecture-discussion versus group discussion) and teaching talent on teacher trainees student learning outcomes. It was conducted by a quasi-experimental design using the factorialized (2 x 2) version of the nonequivalent control group design. 

The Good Behavior Game: A classroom-behavior intervention effective across cultures

The present report evaluates the accuracy of a reinforcer survey by comparing the survey results to the results of subsequent reinforcer assessments for 20 children using a concurrent-operants arrangement to assess relative reinforcer preference.

This research evaluated procedures for training supervisors in a residential setting to provide feedback
for maintaining direct‐service staff members' teaching skills with people who have severe disabilities.

The partiality of the lecture format has been made visible by studies that compare it with a different style of instruction, called active learning. This approach provides increased structure, feedback and interaction, prompting students to become participants in constructing their own knowledge rather than passive recipients.

Undergraduate statistics students vary widely in performance, and many are passive learners. Worksheets (problem sets) help students to be more active and to learn by doing. Working individually, however, students may require too much time to complete worksheets in class, when the instructor is available to help.

This study sought to compare the differential effects of using student-selected rewards and mystery rewards while implementing the Mystery Motivator. Three elementary classes participated in the study. 

A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement.

The authors conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP).

This study examined the effects of active supervision on the moderate to vigorous physical
activity (MVPA) levels of middle school students during fitness instruction.

The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.

In the current study, a withdrawal design was used to investigate a corollary system. Fourth-grade students were trained to observe and report peers’ prosocial behaviors (i.e., tootle), and interdependent group contingencies and public posting were used to reinforce those reports.

In this overview, classroom management strategies have been grouped into four essential areas: rules and procedures, proactive management, well-designed and delivered instruction, and disruptive behavior management. These strategies are devised for use at both school and classroom levels.

This research brief provide an introductory overview of the cost of implementation of SWPBIS, as a school-wide approach to reduce suspensions, compared to the cost of school dropout.

Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8).

This review describes the game and its numerous variations and adaptations, as well as empirical findings specific to the variety of target behaviors and participants to which it has been applied. I

The U.S. Department of Education (ED) is issuing this resource guide to assist states, school districts, charter school operators, school staff, parents, students, and other stakeholders who are seeking to develop school climate and school discipline policies and practices that are both locally tailored and grounded in recognized promising practices and research. ED's

The effects of specific verbal praise by an experienced male physical education specialist on the off-task behavior of three second-grade students were studied.

The present experiment examined the effects on math performance of explicitly timing student for short intervals

The present study examined the effects of the Class-wide Function-related Intervention Team (CW-FIT) program, a group contingency intervention, on the on-task behavior of six elementary school children with emotional and behavioral disorders (EBD) in a self-contained, urban classroom

This study had two primary purposes: first, to demonstrate the effectiveness of a simple behavior management system, and second, to begin the process of providing some guidance for the application of similar systems. 

This systematic review synthesizes the characteristics, methodological quality, and outcomes of 15 single-subject studies and one group design study examining CICO. 

We tested the hypothesis that students in psychology of women classes would perform better on materials covered by multiple-choice exams when the first author presented these materials with active learning versus lecture, autonomous readings, and video presentations alone. Across 3 classes, we coded exam items according to how the instructor presented relevant materials and recorded classwide performance.