Effects of Behavioral Skills Training on Teachers Conducting the Recess-to-Classroom Transition

Abstract

Elementary school teachers transition their students from recess to the classroom multiple times a day. When students do not line up quickly or are disruptive in line, teachers can spend valuable instructional time trying to manage students’ inappropriate behaviors. The result is a loss of instructional time that could lead to a decrease in student performance. This study examined how teachers could use behavioral skills training with their students as a way to reduce the length of the recess-to-classroom transition with second–fourth graders. After teachers were trained, they provided their students with training, which included instruction, modeling, rehearsal, and feedback. The result in each teacher’s classroom was that students began to line up more quickly and use their hands and feet appropriately for the duration of the transition. Appropriate behavior and reduced transition times maintained at a 2-week follow-up.