(PS11-C53) Taking Charge of Transitions: Preventing Behavior Problems in Prekindergartners Through Engaging Routines

During a school day, children make several transitions between activities (e.g., transitioning from the classroom to lunch). Transitions take a significant amount of time and can result in challenging behaviors from students (Ostrosky et al., 2002). These behaviors can lead to student and teacher frustration, lost time that could be spent on instructional activities, and a negative environment. Implementing positive behavioral interventions and supports (PBIS) can prevent many challenging behaviors in the classroom (Horner et al., 2005; Sugai & Horner, 2006b). Less is known about how these strategies affect children’s behavior during transitions, particularly for students with externalizing behavior problems (EBPs), who make up 20% - 30% of 4-year-olds (Lavigne et al., 2009). This study investigates the impact positive engagement has on children’s behavior while transitioning. Participants (N = 40; 77.5% Male; 92.75% Hispanic) were enrolled in a Summer Treatment Program for Pre-kindergarteners (STP-PreK; Graziano & Hart, 2016). To be eligible, children were required to (a) have an EBP composite t-score of 60 or above on the Behavior Assessment System for Children, 2nd Edition (BASC-2; Reynolds & Kamphaus, 2004) as reported by their preschool teacher, (b) be enrolled in preschool during the previous year, (c) have an IQ of 70 or higher based on the Wechsler Preschool and Primary Scale of Intelligence–Fourth Edition (WPPSI-IV; Wechsler, 2012), and (d) have no confirmed history of autism spectrum disorder. As part of STP-PreK’s procedures, counselors review rules for behavioral expectations before each activity, including transitions, and rule violations are called and recorded by counselors throughout the day. Using a within-group, cross-over design, each of three classrooms were randomly assigned to one of three transition conditions: 1) silent monitoring (i.e., children instructed to remain silent; rule violations were called when children broke the silent rule, but counselors provided no praise for following the silent rule), 2) positive monitoring (i.e., counselors did not engage in any entertainment – singing or storytelling – but did provide praise for positive behaviors in a 3:1 ratio with rule violations; children were allowed to talk with each other at an appropriate voice level), and 3) positive monitoring and engagement (i.e., counselors sang transition songs and provided entertainment, as well as praise in a 3:1 ratio with rule violations). Results from a one-way ANOVA demonstrate significant differences in the number of rule violations based on the transition condition, controlling for classroom-level differences and student absence (F (2, 48) = 23.3, p < .001). Specifically, when classrooms were assigned the positive monitoring condition, they had on average 106 fewer rule violations during transitions each day, compared to when assigned the silent monitoring condition, and classrooms assigned to the positive monitoring and engagement condition had on average 149 fewer rule violations compared to when assigned silent monitoring. Implications for teacher practices and school policies, particularly for Emotional/Behavior Disability (E/BD) programs serving young children with EBPs, will be discussed.