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    This action research focuses on implementing a "Timely Transitions Game" in a second grade classroom to improve the transition time after lunch recess. The researcher observed that initially it took the class around two minutes to settle down after lunch. Over two weeks of implementing the game, using a stopwatch and reward cards, the transition time gradually decreased. On the last day it was only 39 seconds. Most students seemed engaged with trying to earn letters toward the classroom reward of candy. While not as effective as some previous studies, this game was a promising strategy for improving this transition time.

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    This action research focuses on implementing a "Timely Transitions Game" in a second grade classroom to improve the transition time after lunch recess. The researcher observed that initially it took the class around two minutes to settle down after lunch. Over two weeks of implementing the game, using a stopwatch and reward cards, the transition time gradually decreased. On the last day it was only 39 seconds. Most students seemed engaged with trying to earn letters toward the classroom reward of candy. While not as effective as some previous studies, this game was a promising strategy for improving this transition time.

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    42 views7 pages

    Baird Actionresearch

    Uploaded by

    api-340726668
    This action research focuses on implementing a "Timely Transitions Game" in a second grade classroom to improve the transition time after lunch recess. The researcher observed that initially it took the class around two minutes to settle down after lunch. Over two weeks of implementing the game, using a stopwatch and reward cards, the transition time gradually decreased. On the last day it was only 39 seconds. Most students seemed engaged with trying to earn letters toward the classroom reward of candy. While not as effective as some previous studies, this game was a promising strategy for improving this transition time.

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    of 7

    ActionResearch:

    TimelyTransitionsGame

    AndreaBaird
    EDI685













    Baird1

    Myresearchfocusesonasecondgradeclassroominasmallelementaryschoolthatis

    partofalargeinnercityschooldistrict.Ihavenoticedthatthestudentsinthissecondgrade

    classroomhavebeenstrugglingwithtransitionsallyear.Thisincludescominginfromrecess,

    switchingbetweenactivities,liningupduringtheday,gettingreadyforlunch,andgettingready

    fortheendoftheday.Thestudentstakealongtimetosettlebackinandgettowork.

    AsIbeganmyresearch,Idiscoveredthatalotofdifferentstrategiesandideashavebeen

    usedtotrytoimprovethiscommonissue.Thereisalotofresearchtosuggestthatstudents

    spendasubstantialamountoftimetransitioningbetweenclassroomactivities,whichmayreduce

    timespentacademicallyengaged(Hineet.al495).Oneofthestrategiestofixthisproblemthat

    IfoundintriguingwastheTimelyTransitionsGame,atermcoinedbyCampbellandSkinner

    (2004).Theseresearcherslookedattransitionswithinasixthgradeclassroom.Theydecidedto

    makeitagameforthestudentsbyusingastopwatchfortransitions,andwritingthetimesonthe

    board.Thentheyrandomlypickedacardfromaboxthathaddifferenttimesonthem,andifthe

    studentshadtransitionedwithinthetime,theyearnedapointtowardsaclassroomreward.Their

    resultsshowedasignificantdecreaseintransitiontimes(CampbellandSkinner2004).

    Afterlearningaboutthistransitionsgame,Ilookedfurtherintoitandfoundthatanother

    groupofresearchershadimplementedthegameintoasecondgradeclassroom.Yarbroughet.al

    (2004)implementedtheTimelyTransitionsGameinasecondgradeclassroom,targetingjustthe

    transitionafterlunch,whichtheclassroomteacherhadsaidwasthemostdifficultforher

    students.Theresearchersmadesuretodosomeobservationsofthistransitionbefore

    implementingthegame.TheyalsowentfurtherthanCampbellandSkinnerbyusinganABA

    sortofmodeltheyimplementedthegame,thentookitaway,andthenimplementeditagainto

    Baird2

    seewhatchangesmighthappen.TheydiscoveredthattheTimelyTransitionsGamedidindeed

    producelowertransitiontimesforthetransitionafterlunch.Thestudentswereeagertoearn

    rewardstowardsclassroomgoals,whichincludedthingslikewatchingamovie,eatingpopcorn,

    orreceivingcandy(Yarbroughet.al2004).

    Ilikedtheideaoffocusingononetransition,anddecidedthatthetransitionafterlunch

    wasalsoonethatmyclassstruggledwiththemost.Iplannedtotakeobservationsthefirstweek,

    timingthetransitionsecretly,andthenIwouldimplementthegameduringthesecondandthird

    weeks.ImadeaTimelyTransitionsbag,inwhichIputtimecardsrangingfrom40secondsto

    1minuteand20seconds(seeAppendixA).Iusedthisrangeoftimesbasedbothuponmy

    observationsduringthefirstweek,aswellasYarbroughsresearch(2004).

    WhenIbeganimplementingmyplan,Idiscoveredduringthatfirstweekwithoutthe

    gamethatittooktheclassabouttwominutesonaveragetosettledownafterlunch.Wealways

    havethesameroutineafterlunchthestudentscomeinafterrecessandsitatthecarpettoshare

    theirwriteandtells.Atthebeginningofthesecondweek,Iintroducedthegametomy

    students,showingthemthebagandexplaininghowitwouldwork.Ishowedthemthestopwatch

    Iwouldbeusing,andexplainedthatwewouldbeearningletterstowardtheclassroomrewardof

    candyeachtimewetransitionedwithinthetimeofthecardchosen.Whenthetransitiontime

    came,ImadesurethatIwasoutsidetheclassroomwiththestudentsshowingthemthe

    stopwatch,lettingthemknowIwouldstartitassoonasthefirstpersonwalkedintothe

    classroom.Aftertheywereallsittingquietlyatthecarpet,Iwouldstopthetimeandwriteiton

    theboard.ThenattheendofthedayIwoulddrawacardfromthebagtoseeifwehadearned

    ourletterthatday.

    Baird3

    Ittooktheclasseightdaysoverthetwoweekstoearnthefiveletterstospellout

    candy.Therewasonedayeachweekwherewedidnotimplementthegame,oncewhenIwas

    goneandoncewhenwehadafieldtrip.Myfindingssuggestthatthegamedoesindeeddecrease

    thetransitiontime,althoughnotquiteasdrasticallyasitdidinYarbroughsresearch(2004).In

    AppendixB,Iincludedapictureofthetimesthatwererecordedontheboardduringthetwo

    weeksthatweplayed.Ourfirstrecordedtimewas1minute19seconds,whichdidnotearnthe

    classaletter.Thetimesdecreasedoverthenexttwodays,thenincreasedslightly,andthenover

    thecourseofthelastfivedaystherewasaconsistentdecrease.Ourlastrecordedtimethatearned

    ourlastletterwas39seconds.

    Thedifficultpartofdoingawholeclassroomrewardsystemisthatonsomedays,there

    werejustacouplestudentswhodidnotseemtocareandendedupmakingthetimelongerthanit

    shouldhavebeen.However,myobservationsoverthecourseofthetwoweeksshowedthatthe

    gamewasintriguingtothemajorityofthestudentsintheclass.Almosteverytimeattheendof

    thedaywhenitwastimetodrawthecard,astudentremindedmethatwehadntdrawnoneyet.

    Eachdaytherewerestudentscominguptomeaskingmeifweweredoingthegamethatday.

    AndwhenIwasoutinthehallwiththestopwatch,thestudentswouldgetreallyexcitedand

    husheachother.Afterweearnedthecandy,Ialsohadseveralstudentsaskwhenweweregoing

    toplaytheTimelyTransitionsgameagain.

    Furtherresearchisneededtoprovidemoreevidenceofthepositiveresultsofthis

    TimelyTransitionsGame.Itwouldbeinterestingtoseeawholeschoolimplementthegame,

    inordertoseehowdifferentgradelevelswouldreacttothegame.Itisalsoimportanttotarget

    differenttransitionsaswellanothertransitionthatmyclassstruggledwithisliningup,during

    Baird4

    whichaTimelyTransitionsgamecouldbeimplemented.Itwoulddefinitelybebeneficialto

    collectmoredataregardingthisgameindifferentclassroomenvironmentsandusingdifferent

    kindsoftransitions.



    Baird5

    WorksCited

    Campbell,S.,&Skinner,C.H.(2004).Combiningexplicittimingwithaninterdependentgroup

    contingencyprogramtodecreasetransitiontimes:Aninvestigationofthetimely

    transitionsgame.JournalofAppliedPsychology,20(2),1127.

    Hine,J.F.,Ardoin,S.P.,&Foster,T.E.(2015).DECREASINGTRANSITIONTIMESIN

    ELEMENTARYSCHOOLCLASSROOMS:USINGCOMPUTERASSISTED

    INSTRUCTIONTOAUTOMATEINTERVENTIONCOMPONENTS.Journalof

    AppliedBehaviorAnalysis,48(3),495510.

    doi:http://dx.doi.org.ezproxy.gvsu.edu/10.1002/jaba.233

    Yarbrough,J.L.,Skinner,C.H.,Lee,Y.J.,&Lemmons,C.(2004).Decreasingtransitiontimes

    inasecondgradeclassroom:ScientificsupportfortheTimelyTransitionsGame.Journal

    ofAppliedSchoolPsychology,20,85107.doi:10.1300/J370v20n02_06


    Baird6

    AppendixA:

    AppendixB:

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