Structured Free-Play to Reduce Disruptive Activity Changes in a Head Start Classroom

Abstract

An intervention was developed to decrease the number of inappropriate activity changes in a Head Start classroom. In addition, this enabled children the opportunity to play in previously unused areas during free-play. The intervention was an adaptation of “switching” and response cost systems involving multiple components that stressed rule-governed behavior. A timer was used to signal the end of a play interval and time to clean up. As long as students followed the rules in the previous interval, they had a chance to choose an activity from a special area for the next interval. If classroom rules were not followed, a less desirable alternative activity was chosen from among those typically available during the next interval. Measurement of the rate of activity changes was taken for 2 target children and comparison children. The intervention was able to reduce inappropriate activity changes by adding relatively unobtrusive classroom structure to activities.

Additional information

Notes on contributors

Stephanie A. Stollar

Stephanie A. Stollar, M.Ed., is completing her doctoral studies in School Psychology at the University of Cincinnati. She is a School Psychologist with Hamilton County, and a research coordinator with the Early Childhood Intervention Project in Cincinnati, Ohio.

Patricia A. Dye Collins

Patricia A. Dye Collins, M.Ed., received her School Psychology degree from the University of Cincinnati in 1990. She is currently employed with the Rough River Educational Cooperative in Leitchfield, Kentucky.

David W. Barnett

David W. Barnett, PhD, is a Professor of School Psychology at the University of Cincinnati. His research interests include services to preschool children, decision making, and assessment and intervention design.