The Effects of a Buddy Bench on Elementary Students' Solitary Behavior during Recess

Autor/inn/en	Griffin, Andrew A., Jr.; Caldarella, Paul; Sabey, Christian V.; Heath, Melissa A.
Titel	The Effects of a Buddy Bench on Elementary Students' Solitary Behavior during Recess
Quelle	In: International Electronic Journal of Elementary Education, 10 (2017) 1, S.27-36 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Peer Relationship; Friendship; Interpersonal Competence; Positive Behavior Supports; Behavior Problems; Emotional Disturbances; Intervention; Withdrawal (Psychology); Social Isolation; Suicide; Psychological Patterns; Peer Influence; Elementary School Students; Recess Breaks; Student Attitudes; Observation; Statistical Analysis; Utah + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Freundschaft; Interpersonale Kompetenz; Gefühlsstörung; Rückzugsverhalten; Soziale Isolation; Selbstmord; Aktive Pause; Schülerverhalten; Beobachtung; Statistische Analyse
Abstract	Social skill instruction and school-wide positive behavior support have been found to be effective in treating students with emotional and behavioral disorders. However, students with internalizing behavior are often overlooked for interventions that could improve academic outcomes and prevent problems that might have serious implications, including social withdrawal, social isolation, and suicidal ideation. In this study, a multiple baseline across participants design was used across two elementary school recess playgrounds to evaluate a "buddy bench" intervention, which utilized peers to help socially withdrawn students to decrease social isolation behavior. Students in Grades 1 to 6 were observed during recess. Results revealed that from baseline to intervention phases the number of students engaged in solitary recess behavior decreased between 19% and 24%. Most students reported positive attitudes towards the intervention, while teachers were more neutral. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01