Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities TIER 1 Implementation Guide

Link to Tier 1 - Instructional Guide document

PRE-CORRECTION Put teacher intuition to purposeful use with pre-correction. Precorrection is a strategy to prevent challenging behaviors from occurring. The teacher identifies the context in which a problem behavior is likely to occur. Then provides prompts and reinforcement for expected social and academic behaviors.

Implementation Example(s):

Implementation Guidelines: ● Explicit rules and classroom expectations to reference ● Knowledge-of or the identification-of discrete skills the student is working on (replacement behavior) ● Predictable schedule or known environment for when the student is expected to demonstrate desired behavior ● Consistency with pre-corrective prompting ● Identify a means for monitoring the effectiveness of this intervention (purposeful data collection of when pre-correction is used Try conferencing with the student ahead of time to target a time the student prefers the prompt (e.g., verbally, signal, or otherwise)

● Precorrection essentially means that you prompt the desired behavior (tied to your classroom rules) during the first weeks of school or at the beginning of a new skill or student goal to minimize problem behaviors or student errors. ● If you think a student is likely to violate a particular rule, correct the behavior before the opportunity. ● It helps to provide additional motivation with a prompt like, “I know you will make a special effort to follow this rule.” or “I know it’s not easy, but you can do hard things.” ● Precorrection is effective because it puts the desired behavior front-of-mind for students who are actively replacing a problem behavior to get their needs met. Pre-correction as an intervention is: Providing errorless learning of a behavior skill to provide opportunities of success for the student to get their needs met appropriately. Fading pre-corrections is a great way to monitor student progress towards behavior goals. Pre-correction as an intervention is not: Nagging, over-prompting, or expressing the expectation that the student will ‘mess up’ and beating them to it. Methods of Data Collection: ● Event recording data (tallies, +/-) ● Plan for fading (this will demonstrate skill mastery in the long-term) ● Preference assessing these prompts (asking the student when or how they prefer to receive prompts) builds buy-in and choice for student growth

Fidelity Check : See Intervention Central Checklist

References: Sprick, R. et al. (2009). CHAMPS: A Proactive & Positive Approach to Classroom Management 2 nd ed. Oregon: Pacific Northwest Publishing.)