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Using Response Interruption and Redirection to Promote On-Task Behaviors in Physical Education and Physical Activity

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Title: Using Response Interruption and Redirection to Promote On-Task Behaviors in Physical Education and Physical Activity
Language: English
Authors: Case, Layne (ORCID 0000-0002-1162-7672), Stinson, Jodi
Source: Journal of Physical Education, Recreation & Dance. 2020 92(2):22-29.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Physical Education, Physical Activities, Children, Students with Disabilities, Child Behavior, Behavior Modification, Classroom Techniques, Prompting, Attention Control, Positive Reinforcement, Evidence Based Practice, Program Implementation
DOI: 10.1080/07303084.2020.1853632
ISSN: 0730-3084
Abstract: Despite the large body of literature and advocacy for evidence-based behavior management practices when working with children, explicit steps and strategies for implementing such practices are less common. This may be a barrier for practitioners working with children with disabilities and unique behavioral needs within physical education and other physical activity settings. This article introduces response interruption and redirection within physical education and physical activity settings and provides practical steps and strategies for how teachers and other practitioners can redirect a variety of off-task behaviors.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1289195
Database: ERIC
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  Value: <anid>AN0149092056;erd01feb.21;2021Mar08.02:17;v2.2.500</anid> <title id="AN0149092056-1">Using Response Interruption and Redirection to Promote On-Task Behaviors in Physical Education and Physical Activity </title> <p>Despite the large body of literature and advocacy for evidence-based behavior management practices when working with children, explicit steps and strategies for implementing such practices are less common. This may be a barrier for practitioners working with children with disabilities and unique behavioral needs within physical education and other physical activity settings. This article introduces response interruption and redirection within physical education and physical activity settings and provides practical steps and strategies for how teachers and other practitioners can redirect a variety of off-task behaviors.</p> <p>Off-task and undesired behaviors may exist within physical education (PE) classrooms and physical activity (PA) settings for various reasons. Lack of motivation and disinterest, attention seeking, and hyperactivity are all potential contributors to off-task or challenging behaviors seen in PE (López Jiménez et al., [<reflink idref="bib16" id="ref1">16</reflink>]; Obrusnikova & Dillon, [<reflink idref="bib23" id="ref2">23</reflink>]). Additionally, as more children with disabilities and unique needs are included in general PE and PA programming (Beamer & Yun, [<reflink idref="bib2" id="ref3">2</reflink>]; National Physical Activity Plan Alliance, [<reflink idref="bib20" id="ref4">20</reflink>]), disability-specific characteristics (e.g., vocal stereotypy, hyperactivity, etc.) or differences in learning and communication may result in or be misinterpreted as off-task behaviors (Hart & Whalon, [<reflink idref="bib8" id="ref5">8</reflink>]; Obrusnikova & Dillon, [<reflink idref="bib23" id="ref6">23</reflink>]). Regardless of reasoning, these behaviors are concerning because they may limit child learning and participation in PA, distract other students, or result in emotional distress for the teacher or other practitioner (Machalicek et al., [<reflink idref="bib17" id="ref7">17</reflink>]; Main & Hammond, [<reflink idref="bib18" id="ref8">18</reflink>]). Thus, a common objective for PE teachers and preservice teacher training programs has been to understand how to minimize off-task and disruptive behaviors in order to promote greater participation (Winnick & Porretta, [<reflink idref="bib34" id="ref9">34</reflink>]).</p> <p>Multiple strategies have been recommended to practitioners to manage behaviors of their students, particularly children with autism spectrum disorder (ASD), who are commonly presented as exhibiting challenging behaviors within PE or other educational settings (Breslin & Liu, [<reflink idref="bib4" id="ref10">4</reflink>]; Lee & Haegele, [<reflink idref="bib12" id="ref11">12</reflink>]; Winnick & Porretta, [<reflink idref="bib34" id="ref12">34</reflink>]). Applied behavior analysis strategies, including functional behavior assessment, behavior modeling, and antecedent–behavior–consequence sequences, are among the most common approaches to understanding and managing children's behaviors (Politte et al., [<reflink idref="bib25" id="ref13">25</reflink>]). Prompting, which may include verbal, gestural, physical or visual directions, and the use of reinforcement strategies are other common techniques used to initiate a desired response or behavior (Winnick & Porretta, [<reflink idref="bib34" id="ref14">34</reflink>]; Wong et al., [<reflink idref="bib35" id="ref15">35</reflink>]). In addition, a host of intervention strategies, such as response interruption/redirection (RIR) and video modeling, have been recognized as evidence-based behavior management strategies within the literature and recommended for effective programming for children with ASD (Wong et al., [<reflink idref="bib35" id="ref16">35</reflink>]). Due to the unique behaviors of many children with ASD, including stereotypy and restricted interests, much of the research on these intervention strategies has focused specifically on this group; however, these strategies are relevant to various behaviors and can be valuable for all children.</p> <p>Despite the multitude of recognized behavior management strategies, addressing off-task and inattentive behaviors has still been noted as a serious challenge for inservice PE teachers (López Jiménez et al., [<reflink idref="bib16" id="ref17">16</reflink>]; Obrusnikova & Dillon, [<reflink idref="bib23" id="ref18">23</reflink>]). Additionally, preservice adapted physical education (APE) teachers may not be adequately prepared to address student behaviors based on their program training alone (Healy et al., [<reflink idref="bib9" id="ref19">9</reflink>]; Lavay et al., [<reflink idref="bib11" id="ref20">11</reflink>]). A study by Healy et al. (2016) examined the preservice training experiences of certified APE specialists specific to their preparedness to teach and address behaviors of children with ASD. Study participants were asked to indicate any areas of their training that they felt required further training to effectively teach students with ASD. Behavior management was the most commonly indicated area requiring additional training, with 25% of participants expressing that need. In addition to a potential lack of behavior training in preservice programs, the literature may not currently be an adequate resource for PE/APE teachers and other practitioners working with children to access behavior management training and practical information. Behavior management techniques referred to or discussed in the literature are often explained using language specifically within contexts outside of PE or PA, such as psychology, behavioral therapy and clinical practice (e.g., Wilson, [<reflink idref="bib33" id="ref21">33</reflink>]). This unfortunately creates a disconnect between the evidence within the literature and resulting practice, which may make it less likely that PE/PA practitioners understand or look to the literature for help with addressing behaviors. It is therefore important that effective behavior management strategies are not only identified for future PE teachers and other PA practitioners but explicitly explained within relevant and familiar contexts. Thus, the purpose of this article is to introduce RIR — an evidence-based practice that may demonstrate unique advantages for managing behaviors — and provide practical steps for how practitioners can use this strategy to reduce off-task behaviors and promote on-task participation within PE and PA settings.</p> <hd id="AN0149092056-2">Response Interruption and Redirection</hd> <p>Response interruption and redirection is defined as the "introduction of a prompt, comment, or other distracters when an interfering behavior is occurring, that is designed to divert the learner's attention away from the interfering behavior and results in its reduction" (Wong et al., [<reflink idref="bib35" id="ref22">35</reflink>], p. 1960). Despite multiple procedural variations for implementing RIR within the literature (Martinez & Betz, [<reflink idref="bib19" id="ref23">19</reflink>]), this strategy is often described as a teacher or clinician interrupting a child's undesired behavior and subsequently prompting the child to engage in a different behavior (Sheehey & Wells, [<reflink idref="bib28" id="ref24">28</reflink>]; Wong et al., [<reflink idref="bib35" id="ref25">35</reflink>]). Though RIR can be used to minimize a variety of off-task behaviors, RIR is commonly recognized as an evidence-based practice for reducing stereotypic behaviors (e.g., hand flapping, body rocking, repetitive words, etc.) of children with ASD by interrupting the motor or vocal stereotypy and prompting the initiation of an alternative task, such as picking up a piece of equipment or answering a question. In fact, previous exercise-related studies have implemented similar strategies in order to reduce stereotypy or off-task behaviors during study procedures (Lee et al., [<reflink idref="bib13" id="ref26">13</reflink>]; Powers et al., [<reflink idref="bib26" id="ref27">26</reflink>]; Reid et al., [<reflink idref="bib27" id="ref28">27</reflink>]; Watters & Watters, [<reflink idref="bib31" id="ref29">31</reflink>]). For example, a recent study by Lee et al. ([<reflink idref="bib13" id="ref30">13</reflink>]) examined the effects of PA on stereotypy and task engagement among three children with ASD and found that engagement in locomotor activities resulted in lower stereotypic behaviors post-PA versus pre-PA. Within their study procedure, the authors indicated that study participants were given verbal prompts in order to be redirected to PA when they exhibited stereotypy, challenging behaviors or other off-task responses during participation (Lee et al., [<reflink idref="bib13" id="ref31">13</reflink>]). Similarly, in several other studies that aimed to examine the effects of exercise on stereotypy among children with ASD, researchers provided verbal and physical prompts to participants when they engaged in off-task behaviors in order to alternatively encourage exercise (Powers et al., [<reflink idref="bib26" id="ref32">26</reflink>]; Reid et al., [<reflink idref="bib27" id="ref33">27</reflink>]). These accounts suggest that RIR has been used by and may be familiar among PE and PA practitioners. Empirical evidence and discussion of RIR is limited within PE-related research and practical literature, however, and is more thoroughly discussed within clinical or special-education settings (Giles et al., [<reflink idref="bib7" id="ref34">7</reflink>]).</p> <p>The use of RIR can have multiple benefits and unique advantages within PE or PA settings. For example, this strategy is easy to learn, can be implemented by novice teachers, and can be applied to a variety of student behaviors (Giles et al., [<reflink idref="bib7" id="ref35">7</reflink>]; Nietzel, [<reflink idref="bib21" id="ref36">21</reflink>]). RIR may also be a convenient and accessible strategy when compared to other behavior management tools because it can be quickly integrated within instruction in both individual and group settings (Brodzeller et al., [<reflink idref="bib5" id="ref37">5</reflink>]; Giles et al., [<reflink idref="bib7" id="ref38">7</reflink>]; Sheehey & Wells, [<reflink idref="bib28" id="ref39">28</reflink>]). This is important because time-efficient behavior strategies may allow more time for on-task PE and PA engagement, which is essential in a time when the majority of children with and without disabilities are not achieving adequate levels of daily PA (Case et al., [<reflink idref="bib6" id="ref40">6</reflink>]). Successful redirection of a child's off-task behaviors also benefits the child's peers or classmates (Wells et al., [<reflink idref="bib32" id="ref41">32</reflink>]), because it may limit distractions and social pressures to engage in similar behaviors. Lastly, and important, researchers have also documented that learning and practicing redirection strategies have contributed to increases in preservice education teachers' confidence and self-efficacy for managing disruptive classroom behaviors (Lentfer & Franks, [<reflink idref="bib14" id="ref42">14</reflink>]), suggesting that RIR may be a worthwhile addition to training of preservice teachers who report the need for additional behavior training.</p> <p>The practice of redirection alone, one component within RIR, is a strategy that is more commonly and casually referred to when managing a variety of individual and classroom behaviors of children with and without disabilities (Brodzeller et al., [<reflink idref="bib5" id="ref43">5</reflink>]). For example, Loovis ([<reflink idref="bib15" id="ref44">15</reflink>]) broadly referred to redirection as a form of prompting that aims to direct a child's attention to the desired task. Thus, it is evident that the redirection component of RIR is versatile and may be a valuable strategy for minimizing undesired PE behaviors, such as inattentiveness or hyperactivity, and increasing on-task behaviors in all students. The use of this strategy alone, however, may be misleading, because researchers have suggested that the interruption of the current behavior is critical (Giles et al., [<reflink idref="bib7" id="ref45">7</reflink>]). Although redirection is often casually referred to within the literature, the evidence-based, complete process of RIR has not yet been explained within the context of PE or PA. Given the empirically supported benefits and unique advantages of RIR, it is important that teachers and practitioners understand how to use these strategies as intended because they have important implications for students in the PE/PA setting. Additionally, because RIR is commonly explained within other fields, differences in language across fields of study may create issues in the applicability of these strategies for PE or PA practitioners who could greatly benefit. The remainder of this article will therefore outline step-by-step guidance for practitioners to follow when implementing RIR within PE or PA settings. In an attempt to reach a variety of professionals who may benefit from these strategies, the intended audience of practitioners for this article will be operationalized as inservice general PE and APE teachers, preservice PE teachers, and college students or other professionals who work with children in PA settings, such as service-learning programs or camps.</p> <hd id="AN0149092056-3">Three Steps for Implementing RIR</hd> <p>Response interruption and redirection is commonly explained to have two main components: (a) interruption of the behavior and (b) subsequent redirection of the behavior (Neitzel, [<reflink idref="bib22" id="ref46">22</reflink>]; Sheehey & Wells, [<reflink idref="bib28" id="ref47">28</reflink>]; Wong et al., [<reflink idref="bib35" id="ref48">35</reflink>]). In their discussion of RIR implementation within classroom instruction, Sheehey and Wells ([<reflink idref="bib28" id="ref49">28</reflink>]) described an important third component within the RIR process; that is, they encouraged practitioners to provide subsequent and appropriate <emph>reinforcement</emph> of the new behavior following redirection. This provides additional positive feedback to the child and increases the likelihood of the behavior happening again. As such, when implementing RIR in PE or PA settings, practitioners should follow three important steps, including (<reflink idref="bib1" id="ref50">1</reflink>) grab the child's attention, (<reflink idref="bib2" id="ref51">2</reflink>) redirect the behavior, and (<reflink idref="bib3" id="ref52">3</reflink>) reinforce the behavior. These three steps are further explained in the following paragraphs and summarized in Table 1.</p> <p>Table 1. Summary of the Three Components of Response Interruption/Redirection</p> <p> <ephtml> <table><thead><tr><td>Steps</td><td>Description</td><td>Example Strategies</td></tr></thead><tbody valign="top"><tr><td>(1) Get attention</td><td>Interrupt the behavior by gaining student's attention</td><td>Say student's name Tap student on shoulder Block student's sight Visually present a preferred object</td></tr><tr><td>(2) Redirect behavior</td><td>Ask the student a question or give the student a demand that requires a verbal response related to class content</td><td>Direct student's attention to other activity using prompts Provide student with two choices of activities Provide/ask the student to take a break</td></tr><tr><td>(3) Reinforce behavior</td><td>Reinforce all attempts, even if incorrect</td><td>High five the student Thank the student Give the student a preferred reward</td></tr></tbody></table> </ephtml> </p> <p> <emph>Step 1: Grab the Child's Attention.</emph> The first step in using RIR to redirect a child's behavior is to gain the child's attention. This interrupts the child's attention from what they are currently doing. Gaining the child's attention should be done as soon as the child engages in the behavior or when the practitioner notices (Sheehey & Wells, [<reflink idref="bib28" id="ref53">28</reflink>]). General ways in which a practitioner can do this include saying the child's name, entering the child's view, or tapping the child's hand or shoulder. Depending on the child's abilities, communication and familiarity, multisensory strategies, such as a verbal and tactile prompt at the same time, may be more appropriate to gain the child's attention.</p> <p> <emph>Step 2: Redirect the Behavior.</emph> Once the practitioner has the child's attention, the second step is to redirect the behavior, which involves directing the child's attention to engaging in a new or target behavior. General ways in which this can be done include verbally prompting the child, gesturing toward a new task, or providing the child with choices for their next activity. An important consideration for redirecting behavior is that the prompt or command given to the child should point his or her attention to a target behavior, as opposed to a separate off-task or undesired behavior. It is therefore important that the practitioner provides specific instructions that have a high probability of a correct response. For example, prompting the child to complete a desired task that is simple and familiar, as opposed to a new or complex task, will increase the likelihood that the child will successfully redirect his or her attention to the requested task. Additionally, using prompts that are short and specific, as opposed to lengthy instructions, will be important for keeping the child's attention. Table 2 provides specific examples of common prompts within PE situations that may be helpful for redirecting behavior. Based on the needs of the student(s), structure of the classroom, and activities within the lesson plan, a practitioner can substitute and build off of the listed examples provided in Table 2 to be suitable for a variety of situations.</p> <p>Table 2. Examples of Prompts Commonly Implemented in Physical Education Settings</p> <p> <ephtml> <table><thead><tr><td>Type of Prompt</td><td>Examples</td></tr></thead><tbody valign="top"><tr><td>Verbal prompts</td><td>"Do this" "Your turn!" Verbal countdowns; for example, "3, 2, 1, go!" First, then statements; for example, "First run, then water."</td></tr><tr><td>Gestural prompts </td><td>Pointing toward a location or piece of equipment Touching a relevant object (e.g., station cone) Predetermined classroom hand signals (e.g., listening ears) Known sign language</td></tr><tr><td>Visual prompts </td><td>Picture task cards Visual schedule of activities Visual countdown (e.g., clock or timer) Physical or video modeling </td></tr><tr><td>Physical prompts </td><td>Tapping the child's shoulder Handing the child the necessary equipment Positioning the child in a desired spot Placing hand on back to guide child or providing hand-over-hand guidance</td></tr></tbody></table> </ephtml> </p> <p> <emph>Step 3: Reinforce the Behavior.</emph> Finally, the third step of RIR is to reinforce the redirected behavior. This involves words, gestures, activities or other conditions after the behavior is redirected in order to provide feedback to the child. General ways to reinforce the correct behavior include high fives, words of affirmation, or giving the child a predetermined reward. Note that a teacher or practitioner should not provide positive reinforcement unless the child redirects or attempts to redirect his or her behavior. If the child does not follow, or attempt to follow, the redirection, the practitioner can repeat the full RIR process, repeat the introduced prompt (i.e., Step 2), or provide a different prompt until the child redirects his or her behavior (Sheehey & Wells, [<reflink idref="bib28" id="ref54">28</reflink>]).</p> <p>Because the RIR process is commonly described in relation to addressing stereotypic behaviors, it is often presented to practitioners within an individual or one-on-one setting (Neitzel, [<reflink idref="bib22" id="ref55">22</reflink>]). Within the context of PE or PA, behaviors can also be redirected within a group setting, whether by redirecting one child's behavior within a large group or redirecting the behavior of a classroom as a whole (Sheehey & Wells, [<reflink idref="bib28" id="ref56">28</reflink>]). For example, a PE teacher might issue a group command (e.g., "Freeze, hands on knees!") to the entire classroom to interrupt multiple students' engagement in off-task behaviors (e.g., chatting, unassigned skills at stations) and subsequently redirect them to the target activity (e.g., "Next station!"). Then, the teacher might turn the music back on or give high fives to on-task students to reinforce the redirected behavior. Given the applicability of RIR to both individual and group settings, understanding how to redirect behaviors is therefore an important tool for practitioners who work in a variety of classroom formats, such as APE specialists. For further details, Table 3 outlines three common child behaviors and subsequent examples of how to gain attention, redirect behavior or provide reinforcement in response.</p> <p>Table 3. Specific Examples of RIR Components Across Three Different Child Behaviors</p> <p> <ephtml> <table><thead><tr><td /><td>Disinterest/Inattention/Hyperactivity</td><td>Stereotypy</td><td>Emotional Regulation Difficulties</td></tr><tr><td>Ex. Child is running around the gym during throwing stations</td><td>Ex. Child flaps their hands instead of catching</td><td>Ex. Child is frustrated and walks away while putting self down</td></tr><tr><td>Step</td><td>One-on-One</td><td>Group</td><td>Hand Flapping</td><td>Repetitive Talking</td><td>One-on-One</td><td>Group</td></tr></thead><tbody valign="top"><tr><td>(1) Get attention</td><td>Position yourself in front of student, say his or her name and say, "Stop running."</td><td>Group call-out; for example, "Freeze, hands on knees, eyes on me."</td><td>Say child's name or cue class attention with known prompt</td><td>Initiate group call-back; for example, "Holy Moly ..."</td><td>Calmly approach child, put hand on back, and say name</td><td>Turn music down (i.e., environmental cue)</td></tr><tr><td>(2) Redirect behavior</td><td>Point to station and say, "Your turn!"</td><td>Verbal prompt to change stations or quick visual demonstration of target skill</td><td>Prompt student(s) to "Show ready hands" or "If you hear me, clap once."</td><td>Wait for students to respond; for example, students say "Guacamole," or call again</td><td>Provide child with a task with a high probability of success by providing choices or manipulating the activity to set student up for success</td><td>Offer all students a water break</td></tr><tr><td>(3) Reinforce behavior</td><td>After appropriate attempt, say, "I really like how you threw the ball."</td><td>Praise the class as a whole or directly praise the student who redirected his or her behavior</td><td>Throw the ball for them to catch</td><td>Praise class for correct response and attention and provide prompt for next task.</td><td>Positively reinforce all attempts and verbalize what they are doing well</td><td>Turn music back on to let class know break is over</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note.</emph> Strategies for stereotypy example are the same for one-on-one and group scenarios because it is unnecessary to call out one child or stop the entire class for one child's repetitive movements or speech.</p> <p>The following example is presented to provide a familiar context to the benefits of implementing RIR within a PE setting. Ms. Fuller is a preservice APE teacher who participates in a weekly motor skills service-learning program at her university. She has been working one-on-one with Rachel, a 5-year-old girl, on fundamental motor skill practice for the past 4 weeks. After last week's kicking lesson, Ms. Fuller told her supervisor that Rachel is energetic and happy to engage in the assigned tasks but gets distracted easily and often becomes rowdy with the equipment. Ms. Fuller explained to her supervisor that when this happens, she verbally prompts Rachel to try the assigned activities; however, Rachel continues to move around the room or play with the equipment. After giving multiple prompts, Ms. Fuller assumes that Rachel is ignoring her. Furthermore, Ms. Fuller has learned that telling Rachel "no" or to "stop" what she is doing makes her very upset or emotional. This has made Ms. Fuller hesitant to attempt to address Rachel's off-task behavior in fear that it might strain their relationship. Concerned, Ms. Fuller's supervisor told her she has the right idea to prompt Rachel to engage in the assigned activity. However, the supervisor also pointed out that Rachel may not intercept or even hear the new prompt if she is enjoying what she is currently doing. The supervisor suggested implementing RIR the next time this happens, by first making sure that she interrupts the current behavior before issuing the redirection prompt. The behavior can be interrupted by getting Rachel's attention through saying her name or tapping her on the shoulder and then pointing to the assigned station. The supervisor also explained that if Rachel follows the prompt, she should be rewarded, especially because Rachel is motivated by positive words and praise from adults. Figure 1 visually displays Ms. Fuller implementing the three distinct RIR components with Rachel.</p> <p>PHOTO (COLOR): Figure 1. Example pictures of preservice teacher implementing the three response interruption/redirection components Note. The target behavior is for the child to take her turn at the next station (depicted by yellow polyspot). Preservice teacher (<reflink idref="bib1" id="ref57">1</reflink>) gets the child's attention by tapping the child's shoulder, (<reflink idref="bib2" id="ref58">2</reflink>) points to the yellow polyspot to redirect the behavior, and (<reflink idref="bib3" id="ref59">3</reflink>) high fives the child when she moves to the yellow polyspot to reinforce her new behavior.</p> <hd id="AN0149092056-4">Additional Considerations for Implementing RIR</hd> <p>A few additional considerations for implementing RIR within PE and PA should also be addressed. First, it is important for practitioners to note that the described RIR strategies and examples may not be effective for all children or all behaviors seen in the PE classroom. Additional behavior and teaching supports, such as visual schedules, social stories and token economies, or other individuals, such as peer buddies or familiar practitioners, may enhance the success of using RIR. Second, as in any other situation, for situations in which more challenging behaviors may need to be redirected, it is important for practitioners to approach the child with a calm and objective demeanor. Using a calming tone will communicate to students that they are safe (Bergholz et al., [<reflink idref="bib3" id="ref60">3</reflink>]) and may also create extra time for the practitioner to consider how to respond (Lavay, [<reflink idref="bib10" id="ref61">10</reflink>]). Additionally, in this moment, it is often not the time to lecture or explain to students why they are being disruptive or why their behavior is undesired. Practitioners should avoid talking about the undesired behavior and instead focus on the newly introduced or alternative behavior (Sutherland et al., [<reflink idref="bib29" id="ref62">29</reflink>]). If necessary, practitioners can find an alternative time to address the behavior, whether that is after class, after school or when the child is picked up from school by parents or caregivers.</p> <hd id="AN0149092056-5">Suggestions for Future Practice and Research</hd> <p>Because previous literature has indicated that practical behavior management is a challenge for practitioners, such as PE teachers and preservice teachers (Healy et al., [<reflink idref="bib9" id="ref63">9</reflink>]; Obrusnikova & Dillon, [<reflink idref="bib23" id="ref64">23</reflink>]), it will be valuable to prioritize disseminating these steps and similar practical information for training purposes. In addition to providing knowledge to preservice teachers and PE teachers regarding types of challenging behaviors and resulting behavior management strategies, including RIR, efforts should also be made to support practitioners in developing the practical skills needed to implement such strategies (Ward et al., [<reflink idref="bib30" id="ref65">30</reflink>]). For example, though it is important to identify that observing behavior antecedents is one strategy in understanding the function of challenging behaviors (Lee & Haegele, [<reflink idref="bib12" id="ref66">12</reflink>]), offering guidance through an antecedent–behavior–consequence worksheet (e.g., Alstot & Alstot, [<reflink idref="bib1" id="ref67">1</reflink>]) is of equal value. Moreover, in accordance with recent advocacy for practice-based teacher education (Ward et al., [<reflink idref="bib30" id="ref68">30</reflink>]), we recommend that preservice teachers, teachers and other professionals be provided with ample opportunities to understand and practice the steps of RIR to enhance the strategy's effectiveness when used in real-world settings. Practitioners can deliberately practice these strategies within lesson rehearsals or their actual classrooms with the intention of improving their capabilities of redirecting their students to engage in on-task activities. Reflective activities, such as journaling, video recordings of behavior management practice, and debriefing sessions with mentors, are also an important component of understanding and practicing these recommended strategies and should be embedded within training (Oner & Adadan, [<reflink idref="bib24" id="ref69">24</reflink>]; Ward et al., [<reflink idref="bib30" id="ref70">30</reflink>]). Lastly, the authors recognize that RIR is not a novel strategy and components of RIR may be used by current practitioners. However, there is an apparent void in the practical literature that explains and supports the complete evidence-based process of RIR within PE and PA. Given the increased diversity seen within PE classrooms, practice with RIR and other strategies that are similarly easy to learn and time-efficient and may simultaneously minimize off-task behaviors while maximizing on-task PA should be prioritized. Furthermore, considering consistent concerns that preservice training may lack sufficient preparation to address behavior (Lavay, [<reflink idref="bib10" id="ref71">10</reflink>]), it is worthwhile to investigate how training of RIR and other evidence-based practices longitudinally impact future teaching performance as well as student learning (Lentfer & Franks, [<reflink idref="bib14" id="ref72">14</reflink>]).</p> <hd id="AN0149092056-6">Conclusion</hd> <p>Off-task and undesired behaviors of children with and without disabilities have been recognized as a consistent challenge for PE teachers and PA practitioners. Response interruption and redirection is one behavior management strategy that has demonstrated large effects on reducing off-task behaviors and has been promoted within a variety of different behavioral contexts. Within a PE or PA setting, the RIR process of getting a child's attention, redirecting the off-task behavior, and reinforcing the new behavior may be a useful tool for practitioners looking to encourage on-task participation and appropriate PA time within their lessons. We recommend that preservice teachers be provided with multiple opportunities to understand, practice and reflect upon the use of these strategies within their own teaching practice. Additionally, though outlining steps specific to RIR is one way of providing behavior management support to PE and PA practitioners, we hope that this article can serve as encouragement for the continued creation of resources available in the practical literature that offer guidance for the implementation of advantageous behavior strategies.</p> <ref id="AN0149092056-7"> <title> References </title> <blist> <bibl id="bib1" idref="ref50" type="bt">1</bibl> <bibtext> Alstot, A. E., & Alstot, C. D. (2015). 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Journal of Autism and Developmental Disorders, 45 (7), 1951 – 1966. https://doi.org/10.1007/s10803-014-2351-z</bibtext> </blist> </ref> <aug> <p>By Layne Case and Jodi Stinson</p> <p>Reported by Author; Author</p> <p></p> <p>Layne Case (casela@oregonstate.edu) is a doctoral student in the College of Public Health and Human Sciences at Oregon State University in Corvallis, OR.</p> <p>Jodi Stinson is the Autism Respite Program Lead in Development and Rehabilitation at Children's Hospital of Eastern Ontario in Ottawa, ON, Canada.</p> </aug> <nolink nlid="nl1" bibid="bib16" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib23" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib20" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib17" firstref="ref7"></nolink> <nolink nlid="nl5" bibid="bib18" firstref="ref8"></nolink> <nolink nlid="nl6" bibid="bib34" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib12" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib25" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib35" firstref="ref15"></nolink> <nolink nlid="nl10" bibid="bib11" firstref="ref20"></nolink> <nolink nlid="nl11" bibid="bib33" firstref="ref21"></nolink> <nolink nlid="nl12" bibid="bib19" firstref="ref23"></nolink> <nolink nlid="nl13" bibid="bib28" firstref="ref24"></nolink> <nolink nlid="nl14" bibid="bib13" firstref="ref26"></nolink> <nolink nlid="nl15" bibid="bib26" firstref="ref27"></nolink> <nolink nlid="nl16" bibid="bib27" firstref="ref28"></nolink> <nolink nlid="nl17" bibid="bib31" firstref="ref29"></nolink> <nolink nlid="nl18" bibid="bib21" firstref="ref36"></nolink> <nolink nlid="nl19" bibid="bib32" firstref="ref41"></nolink> <nolink nlid="nl20" bibid="bib14" firstref="ref42"></nolink> <nolink nlid="nl21" bibid="bib15" firstref="ref44"></nolink> <nolink nlid="nl22" bibid="bib22" firstref="ref46"></nolink> <nolink nlid="nl23" bibid="bib10" firstref="ref61"></nolink> <nolink nlid="nl24" bibid="bib29" firstref="ref62"></nolink> <nolink nlid="nl25" bibid="bib30" firstref="ref65"></nolink> <nolink nlid="nl26" bibid="bib24" firstref="ref69"></nolink>
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  Data: Using Response Interruption and Redirection to Promote On-Task Behaviors in Physical Education and Physical Activity
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  Data: <searchLink fieldCode="AR" term="%22Case%2C+Layne%22">Case, Layne</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1162-7672">0000-0002-1162-7672</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stinson%2C+Jodi%22">Stinson, Jodi</searchLink>
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  Data: Despite the large body of literature and advocacy for evidence-based behavior management practices when working with children, explicit steps and strategies for implementing such practices are less common. This may be a barrier for practitioners working with children with disabilities and unique behavioral needs within physical education and other physical activity settings. This article introduces response interruption and redirection within physical education and physical activity settings and provides practical steps and strategies for how teachers and other practitioners can redirect a variety of off-task behaviors.
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