The effects of a buddy bench on elementary students’ solitary behavior during recess

• Main Authors: Andrew A. Griffin Jr., Paul Caldarella, Christian V. Sabey, Melissa A. Heath
• Format: Article
• Language: English
• Published: Kura Publishing 2017-09-01
• Series: International Electronic Journal of Elementary Education
• Subjects: Playground interventions; internalizing behaviors; social isolation; solitary behavior; elementary school
• Online Access: https://iejee.com/index.php/IEJEE/article/view/296/288

Social skill instruction and school-wide positive behavior supporthave 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 improveacademic 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two elementary school recess playgrounds to evaluate a “buddy bench” intervention, whichutilized peers to help socially withdrawn students to decrease social isolation behavior.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.