Skip to main content
SpringerLink
Log in

A Review of Behavior-Based Interventions that Address Bullying, Aggressive, and Inappropriate Student Behavior during Recess

  • LITERATURE REVIEW
  • Published:
Education and Treatment of Children Aims and scope Submit manuscript

Abstract

The purpose of this literature review is to examine the research base of interventions focused on reducing bullying, aggressive, or inappropriate behavior in recess settings through behavioral-based interventions. This review extends the literature by synthesizing findings from experimental, quasi-experimental, and single-case research on the characteristics and components of effective interventions. Many of the interventions focused on social skills training of the students, with a few addressing the adult behavior of active supervision. Findings suggest that more research is needed in school recess settings to determine the effective components of interventions for students, especially for social skills, and to address the adult behavior of active supervision.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Anderson-Butcher, D., Newsome, W. S., & Nay, S. (2003). Social skills intervention during elementary school recess: A visual analysis. Children and Schools, 25, 135–146. https://doi.org/10.1093/cs/25.3.135.

    Article  Google Scholar 

  • Barrera, M. J., Biglan, A., Taylor, T. K., Gunn, B. K., Smolkowski, K., Black, C., et al. (2002). Early elementary school intervention to reduce conduct problems: A randomized trial with Hispanic and non-Hispanic children. Prevention Science, 3, 83–94. https://doi.org/10.1023/A:1015443932331.

    Article  PubMed  Google Scholar 

  • Bender, D., & Lösel, F. (2011). Bullying at school as a predictor of delinquency, violence and other anti-social behaviour in adulthood. Criminal Behaviour and Mental Health, 21, 99–106. https://doi.org/10.1002/cbm.799.

    Article  PubMed  Google Scholar 

  • Cash, A. H., Bradshaw, C. P., & Leaf, P. J. (2015). Observations of student behavior in nonclassroom settings: A multilevel examination of location, density, and school context. The Journal of Early Adolescence, 35, 597–627. https://doi.org/10.1177/0272431614562835.

    Article  Google Scholar 

  • Christopher, J. S., Hansen, D. J., & MacMillan, V. M. (1991). Effectiveness of a peer-helper intervention to increase children's social interactions: Generalization, maintenance, and social validity. Behavior Modification, 15, 22–50. https://doi.org/10.1177/0145445591015100.

    Article  PubMed  Google Scholar 

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River: Pearson, Merrill Prentice Hall.

    Google Scholar 

  • Copeland, W., Wolke, D., Angold, A., & Costello, J. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA: Journal of the American Medical Association Psychiatry, 70, 419–426. https://doi.org/10.1001/jamapsychiatry.2013.504.

    Article  PubMed  Google Scholar 

  • Craig, W. M., Pepler, D., & Atlas, R. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21, 22–36. https://doi.org/10.1177/0143034300211002.

    Article  Google Scholar 

  • Cunningham, C. E., Cunningham, L. J., Martorelli, V., Tran, A., Young, J., & Zacharias, R. (1998). The effects of primary division, student-mediated conflict resolution programs on playground. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39, 653–662. https://doi.org/10.1111/1469-7610.00365.

    Article  Google Scholar 

  • Dougherty, B. S., Fowler, S. A., & Paine, S. C. (1985). The use of peer monitors to reduce negative interaction during recess. Journal of Applied Behavior Analysis, 18, 141–153. https://doi.org/10.1901/jaba.1985.18-141.

    Article  PubMed  PubMed Central  Google Scholar 

  • Eddy, J. M., Reid, J. B., Stoolmiller, M., Fetrow, R. A., Beidel, D., Brown, T. A., et al. (2003). Outcomes during middle school for an elementary school-based preventive intervention for conduct problems: Follow-up results from a randomized trial. Behavior Therapy, 34, 535–552. https://doi.org/10.1016/S0005-7894(03)80034-5.

    Article  Google Scholar 

  • Fite, P. J., Williford, A., Cooley, J. L., DePaolis, K., Rubens, S. L., & Vernberg, E. M. (2013). Patterns of victimization locations in elementary school children: Effects of grade level and gender. Child and Youth Care Forum, 42, 585–597. https://doi.org/10.1007/s10566-013-9219-9.

    Article  Google Scholar 

  • Fowler, S. A., Dougherty, B. S., Kirby, K. C., & Kohler, F. W. (1986). Role reversals: An analysis of therapeutic effects achieved with disruptive boys during their appointments as peer monitors. Journal of Applied Behavior Analysis, 19, 437–444. https://doi.org/10.1901/jaba.1986.19-437.

    Article  PubMed  PubMed Central  Google Scholar 

  • Franzen, K., & Kamps, D. (2008). The utilization and effects of positive behavior support strategies on an urban school playground. Journal of Positive Behavior Interventions, 10, 150–161. https://doi.org/10.1177/1098300708316260.

    Article  Google Scholar 

  • Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. S., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the steps to respect program. Developmental Psychology, 41, 479–490. https://doi.org/10.1037/0012-1649.41.3.479.

    Article  PubMed  Google Scholar 

  • Frey, K. S., Hirschstein, M. K., Edstrom, L. V., & Snell, J. L. (2009). Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation. Journal of Educational Psychology, 101, 466–481. https://doi.org/10.1037/a0013839.

    Article  Google Scholar 

  • Gough, D., Oliver, S., & Thomas, J. (2017). An introduction to systematic reviews (2nd ed.). London: Sage.

    Google Scholar 

  • Gresham, F. M., Sugai, G., & Horner, R. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331–344. https://doi.org/10.1177/001440290106700303.

    Article  Google Scholar 

  • Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N., Beland, K., Frey, K., & Rivara, F. P. (1997). Effectiveness of a violence prevention curriculum among children in elementary school. A randomized controlled trial. Journal of the American Medical Association, 277, 1605–1611.

    Article  Google Scholar 

  • Hawker, D. S., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, 441–455.

    Article  Google Scholar 

  • Haydon, T., & Scott, T. M. (2008). Using common sense in common settings: Active supervision and precorrection in the morning gym. Intervention in School and Clinic, 43, 283–290. https://doi.org/10.1177/1053451208314491.

    Article  Google Scholar 

  • Hoff, K. E., & DuPaul, G. J. (1998). Reducing disruptive behavior in general education classrooms: The use of self-management strategies. School Psychology Review, 27, 290–303. https://doi.org/10.1002/pits.21666.

    Article  Google Scholar 

  • Holt, M. K., Vivolo-Kantor, A. M., Polanin, J. R., Holland, K. M., DeGue, S. M., Wolfe, M., & Reid, G. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics, 135, e491–e509. https://doi.org/10.1542/peds.2014-1864.

    Article  Google Scholar 

  • Kamps, D., Kravits, T., Stolze, J., & Swaggart, B. (1999). Prevention strategies for at-risk students and students with EBD in urban elementary schools. Journal of Emotional and Behavioral Disorders, 7, 178–188. https://doi.org/10.1177/106342669900700306.

    Article  Google Scholar 

  • Kern, L., & Sugai, G. (2014). Addressing bullying behavior: A descriptive literature review of school-based interventions. Center for Behavioral Education and Research. Storrs: Neag School of Education, University of Connecticut.

    Google Scholar 

  • Kumpulainen, K. (2008). Psychiatric conditions associated with bullying. International Journal of Adolescent Medicine and Health, 20, 121–132.

    Article  Google Scholar 

  • Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28, 229–248. https://doi.org/10.1177/019874290302800308

  • Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446–459.

    Article  Google Scholar 

  • Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of pre-correction and active supervision on the recess behavior of elementary students. Education and Treatment of Children, 23, 109–121. https://doi.org/10.1023/A:1021162906622.

    Article  Google Scholar 

  • Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports. Psychology in the Schools, 39, 181–190. https://doi.org/10.1002/pits.10029.

    Article  Google Scholar 

  • Low, S., Frey, K. S., & Brockman, C. J. (2010). Gossip on the playground: Changes associated with universal intervention, retaliation beliefs, and supportive friends. School Psychology Review, 39, 536–551.

    Article  Google Scholar 

  • Marchant, M., Young, K. R., Lindberg, J., Fisher, A., & Solano, B. (2012). A treatment package for reducing aggression and improving playground behavior. Journal of Evidence-Based Practices for Schools, 13, 5–25.

    Google Scholar 

  • McConaughy, S. H., Kay, P. J., & Fitzgerald, M. (1998). Preventing SED through parent–teacher action research and social skills instruction: First-year outcomes. Journal of Emotional and Behavioral Disorders, 6, 81–93. https://doi.org/10.1177/106342669800600202.

    Article  Google Scholar 

  • Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23, 26–42. https://doi.org/10.1037/1045-3830.23.1.26.

  • Miller, M. C., Cooke, N. L., Test, D. W., & White, R. (2003). Effects of friendship circles on the social interactions of elementary age students with mild disabilities. Journal of Behavioral Education, 12, 167–184.

    Article  Google Scholar 

  • Modecki, K. L., Minchin, J. Harbaugh, A. G., Guerra, N. G, & Runions, K. C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55, 602–611. https://doi.org/10.1016/j.jadohealth.2014.06.007.

  • Murphy, H. A., Hutchinson, J. M., & Bailey, J. S. (1983). Behavioral school psychology goes outdoors: The effect of organized games on playground aggression. Journal of Applied Behavior Analysis, 16, 29–35. https://doi.org/10.1901/jaba.1983.16-29.

    Article  PubMed  PubMed Central  Google Scholar 

  • Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth prevalence and association with psychosocial adjustment. JAMA, 285, 2094–2100. https://doi.org/10.1001/jama.285.16.2094.

  • Nelson, R., Smith, D., & Colvin, G. (1995). The effects of a peer-mediated self-evaluation procedure on the recess behavior of students with behavior problems. Remedial and Special Education, 16, 117–126. https://doi.org/10.1177/074193259501600206.

  • Reid, J. B., Eddy, J. M., Fetrow, R. A., & Stoolmiller, M. (1999). Description and immediate impacts of a preventive intervention for conduct problems. American Journal of Community Psychology, 27, 483–517. https://doi.org/10.1023/A:1022181111368.

    Article  PubMed  Google Scholar 

  • Rivers, I., & Noret, N. (2010). Participant roles in bullying behaviour and their association with thoughts of ending one’s life. Crisis, 31, 143–148. https://doi.org/10.1027/0227-5910/a000020.

    Article  PubMed  Google Scholar 

  • Samalot-Rivera, A., & Porretta, D. (2013). The influence of social skills instruction on sport and game related behaviours of students with emotional or behavioural disorders. Physical Education and Sport Pedagogy, 18, 117–132. https://doi.org/10.1080/17408989.2011.631004.

    Article  Google Scholar 

  • Schneider, B. H. (1991). A comparison of skill building and desensitization strategies for intervention with aggressive children. Aggressive Behavior, 17, 301–311. https://doi.org/10.1002/1098-2337(1991)17:6<301::AID-AB2480170602>3.0.CO;2-8.

    Article  Google Scholar 

  • Slattery, L. C., George, H. P., & Kern, L. (2019). Defining the word bullying: Inconsistencies and lack of clarity among current definitions. Preventing School Failure: Alternative Education for Children and Youth, 63, 227–235. https://doi.org/10.1080/1045988X.2019.1579164.

    Article  Google Scholar 

  • Smith, P. K., Ananiadou, K., & Cowie, H. (2003). Interventions to reduce school bullying. Canadian Journal of Psychiatry, 48, 591–599. https://doi.org/10.1177/070674370304800905.

  • Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33, 547–560.

    Article  Google Scholar 

  • Spaulding, S. A., Irvin, L. K., Horner, R. H., May, S. L., Emeldi, M., Tobin, T. J., & Sugai, G. (2010). Schoolwide social-behavioral climate, student problem behavior, and related administrative decisions: Empirical patterns from 1,510 schools nationwide. Journal of Positive Behavior Interventions, 12, 69–85. https://doi.org/10.1177/1098300708329011.

  • Stoolmiller, M., Eddy, J. M., & Reid, J. B. (2000). Detecting and describing preventive intervention effects in a universal school-based randomized trial targeting delinquent and violent behavior. Journal of Consulting and Clinical Psychology, 68, 296–306. https://doi.org/10.1037/0022-006X.68.2.296.

    Article  PubMed  Google Scholar 

  • Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. https://doi.org/10.1007/s11292-010-9109-1.

    Article  Google Scholar 

  • Ttofi, M., Farrington, D. P., Losel, F., & Loeber, R. (2011). The predictive efficacy of school bullying versus later offending: A systematic/meta-analytic review of longitudinal studies. Criminal Behavior and Mental Health, 21, 80–89. https://doi.org/10.1002/cbm.808.

    Article  Google Scholar 

  • U. S. Department of Education, National Center for Educational Statistics. (2016). Student reports of bullying: Findings from the 2015 school crime supplement to the National Crime Victimization Survey web tables. Retrieved from https://nces.ed.gov/pubs2017/2017015.pdf

  • Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics & Adolescent Medicine, 161, 78–88. https://doi.org/10.1001/archpedi.161.1.78.

    Article  Google Scholar 

  • Pack, C., White, A., Raczynski, K., & Wang, A. (2011). Evaluation of the safe school ambassadors program: A student-led approach to reducing mistreatment and bullying in schools. The Clearing House, 84, 127–133.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of South Florida, Tampa, USA

    Laura Kern

  2. University of Connecticut, Storrs, USA

    Brandi Simonsen & Sarah Wilkinson

Authors
  1. Laura Kern
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Brandi Simonsen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sarah Wilkinson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Laura Kern.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Kern, L., Simonsen, B. & Wilkinson, S. A Review of Behavior-Based Interventions that Address Bullying, Aggressive, and Inappropriate Student Behavior during Recess. Educ. Treat. Child. 43, 377–391 (2020). https://doi.org/10.1007/s43494-020-00018-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s43494-020-00018-y

Keywords

Search

Navigation