Abstract
Rates of problem behavior at urban elementary school playgrounds are of growing concern. 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. Specifically, this study replicated investigations conducted by Lewis and colleagues through teaching recess-related behaviors to students and using group contingencies to reinforce appropriate student behaviors. A multiple baseline design was used to assess the effects of SwPBS on the frequency of five target behaviors. Results indicated decreases in disruptive behaviors across three grade levels and increases in active teacher supervision.
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