Active supervision is a practical strategy for increasing student engagement and decreasing student disruptive behavior. In this article, we describe a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of practitioners who have used active supervision in classrooms that include students with challenging behavior.
AllenG. E.CommonE. A.LaneK. L.BuckmanM. M.OakesW. P.MenziesM. M.. . . GermerK. (2018). A systematic review of the evidence base for active supervision in k-12 settings. Manuscript submitted for publication.
2.
BrophyJ. (1983). Classroom organization and management. The Elementary School Journal, 83, 265–285. doi:10.1086/461318
3.
CantwellE.MenziesH. M.LaneK. L.OakesW. P.EnnisR. P.SmithL. (2018). Low-intensity strategies: A look at active supervision. A comprehensive, integrated, three-tiered model of prevention professional learning module. Retrieved from http://www.ci3t.org/pl
4.
ColvinG. (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, OR: Behavior Associates.
5.
ColvinG.SugaiG.GoodI. I. I.LeeY. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344–363. doi:10.1037/h0088967
6.
CookB. G.TankersleyM.LandrumT. J. (2013). Evidence-based practices in learning and behavioral disabilities: The search for effective instruction. In CookB. G.TankersleyM.LandrumT. J. (Eds.), Evidence-based practices (pp. 1-19). Bingley, UK: Emerald Group Publishing.
7.
Council for Exceptional Children. (2014). Council for Exceptional Children standards for evidence-based practices in special education. Arlington, VA: Author.
8.
De PryR.SugaiG. (2002). The effect of active supervision and pre-correction on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255–267. doi:10.1023/A:1021162906622
9.
EnnisR. P.LaneK. L.MenziesH. M.OwensP. P. (2018). Precorrection: An effective, efficient low-intensity strategy to support student success. Beyond Behavior, 27.
10.
EnnisR. P.RoyerD. J.LaneK. L.MenziesH. M.OakesW. P.JohlL. (2018). Behavior-specific praise: An effective, efficient low-intensity strategy to support student success. Beyond Behavior, 27.
11.
FranzK.KampsD. (2008). The utilization and effects of positive behavior support strategies on an urban school playground. Journal of Positive Behavior Interventions, 10, 150–161.
12.
HaydonT.KroegerS. (2016). Active supervision, precorrection, and explicit timing: A high school case study on classroom behavior. Preventing School Failure, 60, 70–78. doi:10.1080/1045988X.2014.977213
13.
HornerR.SugaiG. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8, 80–85. doi:10.1007/s40617-015-0045-4
14.
JolivetteK.AlterP.ScottT. M.JosephsN. L.SwoszowskiN. C. (2013). Strategies to prevent problem behavior. In LaneK. L.CookB. G.TankersleyM. (Eds.), Research-based strategies for improving outcomes in behavior (pp. 22–33). Boston, MA: Pearson.
15.
KouninJ. (1970). Discipline and group management in classrooms. New York, NY: Holt, Rinehart & Winston.
16.
LaneK. L.MenziesH.BruhnA.CrnoboriM. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
17.
LaneK. L.MenziesH. M.EnnisR. P.BezdekJ. (2013). School-wide systems to promote positive behaviors and facilitate instruction. Journal of Curriculum and Instruction, 7, 6–31. doi:10.3776/joci.2013.v7n1p6-31
18.
LaneK. L.MenziesH. M.EnnisR. P.OakesW. P. (2015). Supporting behavior for school success: A step-by-step guide to key strategies. New York, NY: Guilford Press.
19.
LaneK. L.MenziesH. M.EnnisR. P.OakesW. P. (2018). Effective low-intensity strategies to enhance school success: What every educator needs to know. Beyond Behavior, 27.
20.
SimonsenB.FairbanksS.BrieschA.MyersD.SugaiG. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31, 351–380. doi:10.1353/etc.0.0007
