In an effort to reduce problem behavior, it is recommended that schools develop a continuum of positive behavior support (PBS) that focuses on prevention/early intervention as well as individualized student support systems for those students who display chronic problem behaviors. While there is a large database to support the use of PBS practices at the individual student level, the knowledge base supporting prevention/early intervention strategies is characterized as emerging. The purpose of this study was to investigate the efficacy of PBS prevention/early intervention strategies on the rate of problem behavior displayed by elementary school students during recess. Specifically, this study examined the effects of directly teaching playground-related behaviors and the use of a group contingency to reinforce mastery in an elementary school. Results indicated that the intervention reduced the frequency of problem behavior across three recess periods. Results are discussed with respect to support of an emerging empirical database and implications for practice. © 2002 Wiley Periodicals, Inc.Schools confront a myriad of problems in their efforts to educate children and youth. One of the greatest challenges is managing student behavior. With respect to extreme management issues such as school violence, a recent report indicated that 1 in 10 American schools had at least one serious violent crime in the previous school year; 57% reported that one or more incidents of violence resulted in police involvement (U.S. Department of Education, 1998). In response to educators' needs for effective proactive management strategies, the U.S. Department of Education along with the Departments of Justice and Health have issued several reports delineating preferred and promising practices for students with and without disabilities (e. One common theme that cuts across all the recent reports developed by education, justice, and mental health is the need for proactive universal prevention/early intervention strategies. A central focus found within prevention/early intervention is an emphasis on building prosocial skills, not simply reducing problem behavior. A second theme contained within current recommendations is to build a continuum of supports from common universal strategies to highly individualized behavior support plans . Collectively, these two themes make up positive behavior support (PBS). Essential features of universal strategies of PBS include clearly defined expected behaviors, strategies to teach expected behavior, strategies to encourage and practice appropriate behavior, and consistency within and across school systems . Building on the foundation of universal strategies, the next layer of PBS focuses on students who are "at risk" and offers targeted support for individuals and small groups of students. The third layer of PBS focuses on individual students who continue to display problem behavior. Key components of the "individual student" focus are thorough functional behavior assessments, instruction-based plans, an...