Classroom SystemsPreCorrection

Chris Borgmeier, PhDPortland State Universitycborgmei@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)

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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

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 PreCorrectionhttp://louisville.edu/education/abri/primarylevel/

strategy/precorrection Video B2 (39 sec)

Classroom Routines/Schedule Video R1 (51 sec)

Academic PreCorrection Video B4 (44 sec)

PreCorrection for individual studenthttp://www.youtube.com/watch?

v=uW4_YzFgGkE PreCorrection = 2:07-2:42

http://louisville.edu/education/abri/primarylevel/praise/behaviorB1 - recessB5 – using sink

Steps in PreCorrectionColvin, Sugai & Patching, 1997

1) ID the context & predictable behavior of concern

2) Specify expected behaviors

3) Modify the context

4) Conduct behavioral rehearsals

5) Provide strong reinforcement for expected behaviors

6) Prompt expected behaviors before performance

7) 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 Challenge1) ID the context &

predictable behavior of concern

2) Specify the expected behavior

EXAMPLE

3) Teach the Behavior4) 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

5) Prompt expected behaviors before

performance

CUE: When I should use my PreCorrection

strategy?

REWARD: How will this benefit you personally?Why you should commit

to this.

EXAMPLE

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

VerbalVisual

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-MonitoringIndex Card Tearing (long side for positive, short side for negative)Hash marks on tape on your arm or pant legGolf CounterMove 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

Develop Peer Strategies for support – you can discuss with a peer

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/betterbehavior/index.php

PreCorrection Research Colvin, G., Sugai, G., Good, R. H., III, Lee, Y. (1997). Using active supervision and pre-

correction 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.