Behavior Supports in Nonclassroom Settings

Abstract

Approximately 50% of the problem behavior reported for disciplinary action originates from nonclassroom settings (Leedy, Bates, & Safran, 2004; Nelson & Colvin, 1996; Nelson, Smith, & Colvin, 1995; Taylor-Greene et al., 1997; Todd, Haugen, Anderson, & Spriggs, 2002). Common settings in most schools include the cafeteria, bus zone, hallways, and bathrooms. Some settings are unique to a particular grade level. Preschools typically have an outdoor space or playground, a multipurpose room, and distinct activity zones (e.g., gross motor, dramatic play, arts and crafts, quiet or rest zone). At the middle school and high school grade levels, the number and nature of specific settings expand to include more diverse locations and events such as dances, afterschool organizations and meetings, sporting events, locker rooms, athletic fields, and student parking areas. This chapter extends the discussion of the larger schoolwide system by focusing on the unique challenges of nonclassroom settings. Specifically, we present an overview of (a) effective practices and considerations, (b) systems to address implementation and monitoring, and (c) current research and examples. (PsycINFO Database Record (c) 2017 APA, all rights reserved)