During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children’s behavior while transitioning. Participants ( N = 40; 77.5% Male; 92.5% Hispanic) were enrolled in the Summer Treatment Program for Pre-Kindergarteners, a school readiness program for children with externalizing behavior problems. Using a between-group, cross-over design, classrooms were randomly assigned to three conditions: (a) silent monitoring (i.e., children and counselors transitioned silently or quietly), (b) positive monitoring (i.e., counselors provided praise and children were allowed to talk), and (c) positive monitoring and engagement (i.e., counselors provided entertainment and praise). Results demonstrated significant differences in rule violations based on the transition condition, where groups receiving positive monitoring or engagement displayed fewer violations than those receiving silent monitoring. Implications for educator practices and school policies are discussed.

中文翻译：

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掌控幼儿期的过渡：通过参与日常活动来防止挑战性行为


在上学期间，孩子们会在不同的活动之间进行多次转换，这会占用教学时间并导致具有挑战性的行为。这项研究调查了积极参与和行为支持对儿童在过渡过程中的行为的影响。参与者（N = 40；77.5% 男性；92.5% 西班牙裔）参加了学前班儿童夏季治疗计划，这是一项针对有外化行为问题的儿童的入学准备计划。采用组间交叉设计，教室被随机分配到三种条件：（a）无声监控（即儿童和辅导员默默地或安静地过渡），（b）积极监测（即辅导员给予表扬，孩子们允许交谈），以及（c）积极的监督和参与（即辅导员提供娱乐和表扬）。结果表明，根据过渡条件，规则违规行为存在显着差异，接受积极监控或参与的群体比接受静默监控的群体表现出更少的违规行为。讨论了对教育者实践和学校政策的影响。