An Analysis of the Effect of Two Antecedent Interventions On Recess Behavior

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

Heather Sterling-Turner

Advisor Department



Applications of positive behavior support methods to non-classroom settings, including recess, are critical because 50% of behavior problems typically occur in these settings. Two antecedent interventions often utilized in non-classroom settings are pre-correction and active supervision. To date, only three studies have assessed the effectiveness of these interventions in non-classroom settings, and only one has utilized these interventions at recess. In addition, all studies utilizing these interventions assessed them as a package. No studies have assessed the effectiveness of each intervention in isolation. The purpose of the proposed study was to extend the literature by assessing the effectiveness of active supervision and pre-correction in isolation during recess. The observational findings of the current investigation failed to provide evidence to support the effectiveness of the active supervision and precorrection procedures used in isolation at reducing student's aggressive behavior. The results of this study did suggest that teachers used the components of active supervision significantly more following training. These data suggest that teachers are able to successfully implement a simple intervention following a brief training. Also, the discipline referral analysis showed a reduction in discipline referrals following intervention implementation in both the active supervision and precorrection groups, but not in the control group. Results are discussed in terms of potential limitations and directions for further research.