Elementary school teachers transition their students from recess to the classroom multiple times a day. When students do not line up quickly or are disruptive in line, teachers can spend valuable instructional time trying to manage students’ inappropriate behaviors. The result is a loss of instructional time that could lead to a decrease in student performance. This study examined how teachers could use behavioral skills training with their students as a way to reduce the length of the recess-to-classroom transition with second–fourth graders. After teachers were trained, they provided their students with training, which included instruction, modeling, rehearsal, and feedback. The result in each teacher’s classroom was that students began to line up more quickly and use their hands and feet appropriately for the duration of the transition. Appropriate behavior and reduced transition times maintained at a 2-week follow-up.

小学教师每天多次将学生从课间过渡到课堂。当学生没有快速排队或在排队时出现干扰时，教师可以花费宝贵的教学时间来尝试管理学生的不当行为。结果是教学时间的损失可能导致学生成绩的下降。本研究探讨了教师如何利用行为技能培训与学生一起，作为缩短二至四年级学生从课间到课堂过渡时间的一种方式。教师接受培训后，他们为学生提供培训，包括指导、建模、排练和反馈。每位教师课堂的结果是，学生们开始更快地排队，并在过渡期间适当地使用他们的手脚。