FCS A B Int

Canyons School District

Instructional Supports Department

PRECORRECTION

Effect Size 0.83

Implementation Tools

Critical Actions for Educators ------------------------------ ● Track behavior data to determine trends. ● Anticipate problem behaviors. ● Determine what action will work to decrease the expected problem behavior. ● Reinforce correct behaviors.

Pre-correction is a proactive strategy designed to prevent or interrupt predictable problem behavior from occurring. This increases the likelihood of the expected behavior occurring instead. The teacher anticipates problem behavior based on a student’s or group of students’ prior behavior patterns or general knowledge of the student or student(s) in their classroom. With this information, the teacher works with the student(s) to proactively correct the potential problem behavior before it is exhibited or becomes a bigger concern. For example, the teacher knows that students are likely to be noisy and unruly when the students come back from an assembly. Anticipating this behavior, the teacher meets them at the door and has a task ready for them as soon as they enter the room. Pre-correction strategies require knowing what the likely problem behavior may be, what might set off the behavior, and when it is likely to occur. Given this information, the teacher can develop strategies to offset the problem behavior in advance and set up students for success by helping them perform the desired behavior.

Steps for Pre-Correcting Successfully

● Identify what (problem behavior), when, and why behaviors are occurring. ● Explicitly teach expected behaviors. ● Give opportunities to practice the expected behaviors. ● Provide strong reinforcement of desired behaviors. ● Prompt expected behaviors during those times when problems are likely to occur. ● Celebrate student success.