Classroom Systems
PreCorrection
Chris Borgmeier, PhD
Portland State University
cborgmei@pdx.edu
www.pbisclassroomsystems.pbworks.com
PBIS Classroom System:
Next Steps
1)
Brief presentation of practice
2)
Time to individualize practice to fit your
classroom, context & needs
3)
Brief presentation of Reminders & Supports to
use your practice
4)
Time to develop an individualized Plan for
Support
Follow along in the PreCorrection Guide
PreCorrection

Definitions:
A
systematic way of anticipating and
addressing inappropriate social or academic
behaviors (Kauffman, Mostert, Trent, &
Pullen, 2006)
 The
provision of prompts for desired behavior
in certain circumstances that are determined
to be antecedents for problem behavior
(DePry & Sugai, 2002)
Pre-Correction: Key Points
“Pre-” means before;
 “Pre-Correction” means anticipating
problem behavior and intervening
beforehand
 Problem behavior is prevented
 Expected behavior replaces problem
behavior

5
Why PreCorrection?
PreCorrection has been demonstrated to
reduce problem behavior and improve
academic performance.
 Studies have been performed across
settings (e.g. classroom, hallways, recess)
from early childhood to secondary
classrooms.

 See
“References” sheet
PreCorrection: Critical Features

Anticipate and plan ahead… chronic problem
behaviors should provide predictable times to plan for
and anticipate problem behavior

PreCorrective statements should be delivered at the
beginning of an activity or transition before problem
behavior has a chance to occur… it’s crucial to know the
cues that most commonly trigger the problem behavior.

PreCorrect for what to do – prompt for the expected
appropriate behavior… do not focus on
inappropriate student behavior



When prompting, the teacher reminds students of clearly
defined expectations prior to activities in which they
students typically experience difficulties.
The teacher might say, “When we walk in the hall, we
stay to the right and keep our hands to ourselves.”
Such statements or gestures are best delivered
immediately before a given behavior is expected, and
provides students with a reminder to increase the
probability of success.
PreCorrection - Examples

Tailor examples to fit your context

“Before we line up, remember walk in a straight line, quiet voices with
hands to self”

“Before we break into group work, if you need help -- remember you
can ask a peer in your work group quietly for help, and if they don’t
know the answer, go on to the next problem, and you can ask me at
the break.”

As students enter the classroom, the teacher points to a visual
schedule that prompts students to pick up their folders, go straight to
their desk, and to get started quietly on the warm-up activity on the
board, while saying, “Make sure to follow the schedule”.

Teacher raises hand above head as a visual prompt, saying, “If you
know the answer to this question, raise your hand.”
Video Models

Behavioral PreCorrection
 http://louisville.edu/education/abri/primarylevel
/strategy/precorrection


Classroom Routines/Schedule


Video B2 (39 sec)
Video R1 (51 sec)
Academic PreCorrection

Video B4 (44 sec)

PreCorrection for individual student
 http://www.youtube.com/watch?v=uW4_YzFg
GkE

PreCorrection = 2:07-2:42

http://louisville.edu/education/abri/primaryl
evel/praise/behavior
 B1
- recess
 B5 – using sink
Steps in PreCorrection
Colvin, Sugai & Patching, 1997
1)
2)
3)
4)
5)
6)
7)
ID the context & predictable behavior of
concern
Specify expected behaviors
Modify the context
Conduct behavioral rehearsals
Provide strong reinforcement for expected
behaviors
Prompt expected behaviors before
performance
Monitor the plan
Precorrection: Types of Prompts
(Neitzel & Wolery, 2010)

Verbal – includes verbal clues, rule statements, questions, and
hints, such as naming items to put in a backpack.


“Remember, to raise your hand and wait to be called on if you know the
answer to this question…. What is 5 x 5?”
Visual – includes modeling behavior, providing pictures, written
instructions, and objects such as using a checklist
Model – Raising your hand while asking a question as a cue that students
should raise their hand to answer a question.
 Picture - Point to or reference sign with picture of student raising their hand
 Gesture – includes making a physical gesture, such as pointing to the hooks to
hang a backpack


Physical – includes actually helping the student hand-over-hand to
exhibit a given behavior, such as assisting a student in filling his
backpack
Your Turn: Make it Your Own

Tailor to Fit your Context & Define your personal
habit loop
 Tailor
the targeted classroom practice to fit personal
classroom & style = define habit/routine
 ID cues -- specific time to use/ prompt & set goals
 ID rewards

Choose something meaningful to you….
Something you’re truly committed to improving

Use the PreCorrection worksheet to guide this
activity
Step 1: Identify a Challenge
1) ID the context &
predictable behavior
of concern
EXAMPLE
2) Specify the
expected behavior
3) Teach the Behavior
4) Provide strong Reinforcement for the Behavior
Your Turn

Take a few minutes to Complete Step 1 of
the Worksheet

Remember, we’d like to collect a copy of
your worksheet at the end of the training
today to plan for support
Step 2: Identify your Habit to Build
CUE: When I should use
my PreCorrection
strategy?
EXAMPLE
5) Prompt expected
behaviors before
performance
REWARD: How will this
benefit you personally?
Why you should commit
to this.
Your Turn

Take a few minutes to Complete Step 2 of
the Worksheet

Share your PreCorrection strategies with a
partner
Do a couple more : Step 3
Goal = build use of PreCorrection as habit
across settings & situations
 Do a couple more the “Quick Way”

Partner Practice
Describe challenging time
 Identify Precorrection strategies

 Verbal
 Visual

Identify cue signaling when to use
PreCorrective prompt

Role Play w/ Partner using the prompts
Supporting
Implementation
Self Monitoring
Self Monitoring

Training on classroom management
practices along does not result in changes
or improved practice

Self-monitoring offers an effective, efficient
strategy for improving implementation of
classroom practices
(Simonsen, MacSuga, Fallon & Sugai, 2013)
Self Monitoring
Strategies for Self-Monitoring
 Index Card Tearing (long side for positive, short side for
negative)
 Hash marks on tape on your arm or pant leg
 Golf Counter
 Move Pennies or paperclips from one pocket to other
based positive & negative acknowledgements
Step 4: Self-Monitoring

Develop your Self Monitoring Plan

Any other prompts/reminders that would
help?
Self-Monitoring & Goal Setting

Collect 2-3 days of baseline data before
setting a goal
Self Monitoring Report Form
Your Turn

Take a few minutes to Complete Step 4 of
the Worksheet

Make sure to Identify meaningful&
feasible supports
 Identify
your strategy for Self-Monitoring
Peer Strategies for support – you
can discuss with a peer
 Develop
Team & School-wide
Supports

Team Supports (e.g.
Dept., Grade Level, PLC)
 Make Classroom
improvement a regular part
of meetings and activities
 Begin meeting w/ 2 minute
check:



Check-in, share ideas & give
feedback to:
Encourage implementation
Check-in, problem solve,
enhance implementation

School-wide Supports


Reminder on Morning
announcements
Regular review/check-in at
staff meeting

Rewards for implementers



Recognize your Buddy
Recognize someone you
observed engage in the
practice
Daily or weekly
implementation checks


via email link
Put sticker on staff board
to rate implementation
Group Discussion

What school-wide strategies would be helpful for
you in supporting your implementation?
 Regular
reminders over announcements?
 Staff meeting review & sharing?
 Collect implementation data?

Daily email, survey monkey?
PreCorrection Descriptive Readings




Colvin, G., Sugai, G., Patching, B. (1993). Pre-correction: An instructional approach
for managing predictable problem behavior. Intervention in School and Clinic, 28,
143–150.
Crosby, S., Jolivette, K., & Patterson, D. (2006). Using Precorrection to Manage
Inappropriate Academic and Social Behaviors. Beyond Behavior, 16(1), 14-17.
Stormont, M., & Reinke, W. (2009). The Importance of Precorrective Statements and
Behavior-Specific Praise and Strategies to Increase Their Use. Beyond Behavior,
18(3), 26-32.
http://education.wm.edu/centers/ttac/resources/articles/challengebehav/betterbehavio
r/index.php
PreCorrection Research






Colvin, G., Sugai, G., Good, R. H., III, Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology
Quarterly, 12, 344–363.
De Pry, R. L., Sugai, G. (2002). The effect of active supervision and precorrection on minor
behavioral incidents in a sixth grade general education classroom. Journal of Behavioral
Education, 11, 255–267.
Haydon, T., Scott, T. M. (2008). Using common sense in common settings: Active
supervision and precorrection in the morning gym. Intervention in School and Clinic, 43,
283–290.
Lewis, T. J., Colvin, G., Sugai, G. (2000). The effects of pre-correction and active
supervision on the recess behavior of elementary students. Education and Treatment of
Children, 23, 109–121.
Miao, Y., Darch, C., Rabren, K. (2002). Use of precorrection strategies to enhance reading
performance of students with learning and behavior problems. Journal of Instructional
Psychology, 29, 162–174.
Stormont, M., Smith, S. C., Lewis, T. J. (2007). Teacher implementation of precorrection
and praise statements in Head Start classrooms as a component of a program-wide
system of positive behavioral support. Journal of Behavioral Education, 16, 280–290.