Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.

中文翻译：

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对PK-12环境中主动监督的证据基础进行系统审查

主动监督是一种主动的，低强度的策略，可最大程度地减少挑战性行为并增加所需行为。为了检验该策略的证据基础，我们将特殊儿童循证实践特殊教育委员会（CEC）标准应用于研究主体，以探讨在传统学校环境中对K-12岁以下学生进行积极监督的影响。在这篇系统的文献综述中，我们确定了七项经过同行评审的单例设计，治疗入选研究，这些研究均符合纳入标准。所有研究均符合CEC质量指标的加权标准≥80％。这七项研究包括在学校，教室或年级上汇总的15个案例，共有1686名参与者参加。三项研究包括三个或更多案例，并证明了对主要因变量的积极影响（一项研究表明对次要因变量具有中性影响）。根据现有证据并使用CEC标准，我们确定积极监督是一种可能的基于证据的做法。我们讨论了影响，局限性和未来的方向。