Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities: TIER 2 Implementation Guide

Function: Attention, Escape

PRE-CORRECTION Put that 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 Examples: Document in a plan. As a Tier 2 intervention, pre-correction hones in on specific skills that are lacking in various areas of a student’s behavior. Using antecedent data (e.g., identified student triggers) provide a reminder, prompt, or visual for student(s) to engage in selected replacement behavior(s). Billy avoids feeling dumb by screaming, “Yeet!” when called on during math because he doesn’t know the answer. Mrs. Larson approaches Billy before math to remind him how to solve the problem and notifies him that he’ll be called on during the lesson. If he feels nervous he can say “pass” and she will choose another peer. 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.

Implementation Steps:

●

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

●

●

Methods of Data Collection: ●

●

Event recording data (tallies, +/-)

● Plan for fading (this will demonstrate skill mastery in the long-term) ● Compare data to Tier 1 population data ● 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:

Try conferencing with the student ahead of time to target a time the student prefers the prompt (e.g., verbally, signal, or otherwise)

Full printable checklist with examples found here: Intervention Central Checklist

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