Active Supervision of Non-Structured Settings

Active Supervision of Non-Structured Settings
Active Supervision of Non-Structured Settings
Active Supervision of Non-Structured Settings
Active Supervision of Non-Structured Settings
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7.07 MB   |   8 pages

PRODUCT DESCRIPTION

Active Supervision of Non-Structured Settings
Age/Grade: Preschool – High School
Setting: School, In-patient
Individual or Group: Group
Tier: 1
Desired/ Appropriate Behavior: Increase in pro-social behaviors, appropriate behaviors in unstructured settings
Skill Level: Fluency to maintenance

While much attention is paid to classroom management or group management as well as individual children, non-classroom settings and other transition settings are also crucial with regard to child behavior. Non-classroom and transition settings include such locations as the hallway, cafeteria, playground, gym, bus, and other areas where children transition or gather. These settings are typically characterized by a large number of children with few adult supervisors; they are unstructured in nature and typically characterized by an abundance of social interaction. Based on these characteristics, it is not surprising that 50% of problem behavior in schools occurs in non-classroom areas. The research on active supervision and pre-correction appear to effectively reduce problem behavior in non-classroom settings.
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8
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Active Supervision of Non-Structured Settings
Active Supervision of Non-Structured Settings
Active Supervision of Non-Structured Settings
Active Supervision of Non-Structured Settings