Classroom Systems PreCorrection

1. Classroom SystemsPreCorrection Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.pbisclassroomsystems.pbworks.com

2. PBIS Classroom System: Next Steps • Brief presentation of practice • Time to individualize practice to fit your classroom, context & needs • Brief presentation of Reminders & Supports to use your practice • Time to develop an individualized Plan for Support

3. Follow along in the PreCorrection Guide

4. 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)

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

6. PreCorrection: Critical Features • Anticipate and plan ahead… chronic problem behaviors should provide predictable times to plan for and anticipate problem behavior • PreCorrectivestatements 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. • PreCorrectfor what to do – prompt for the expected appropriate behavior… do not focus on inappropriate student behavior

7. 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.”

8. Steps in PreCorrectionColvin, Sugai & Patching, 1997 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

9. 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 worksheetto guide this activity

11. Step 1: Identify a Challenge 1) ID the context & predictable behavior of concern 2) Specify the expected behavior EXAMPLE 3) Teach the Behavior 4) Provide strong Reinforcement for the Behavior

12. 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

13. Step 2: Identify your Habit to Build CUE: When I should use my PreCorrection strategy? REWARD: How will this benefit you personally? Why you should commit to this. 5) Prompt expected behaviors before performance EXAMPLE

14. Your Turn • Take a few minutes to Complete Step 2 of the Worksheet • Share your PreCorrection strategies with a partner

15. Next Steps • Brief presentation of practice • Time to individualize practice to fit your classroom, context & needs • Brief presentation of Reminders & Supports to use your practice • Time to develop an individualized Plan for Support

16. Active, Recurring Prompts & Supports to use your practice • ID a variety ways to support use of your identified strategy • Plan ways to actively support teachers to use the targeted practice -- Prompting, monitoring & rewarding • Not just tomorrow, but the next day & the next day & next week & the following week… until the habit is built • Provide Multiple Levels of Support for Classroom Improvement Efforts • Personal plan • Peer Support • Team • School-wide

17. Personal & Peer Supports • Personal Supports • Phone alarm • Bright Note on clipboard • Note in textbook as prompt at appropriate time • Daily self-check at end of day • Set weekly goal with self based on daily implementation • Ask a student to remind me or monitor implementation • Prompt written on board into daily classroom schedule • Poster in classroom on location • Peer Supports • Check-in or prompt w/ buddy before school/ at lunch/ end of day • Buddy sends me an email or text reminder or follow-up to check implementation w/ daily rating • Set weekly goal with buddy w/ reward contingent on meeting reward • Assistant in room gives a reminder just before time

18. Simple Daily Ratings Rate your level of implementation of your PreCorrection Strategy (today or this week) Low Medium High 1 2 3 Rate the effectiveness of your implementation on student behavior (today or this week) Low Medium High 1 2 3

19. Step 3: Recurring Supports for Building Habits EXAMPLE 6) Monitor your Plan: Implementation & Impact

20. Your Turn • Take a few minutes to Complete Step 3 of the Worksheet • Make sure to Identify meaningful& feasible supports • Identify Personal Strategies for supporting implementation • Develop Peer Strategies for support – you can discuss with a peer

21. 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

22. 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?

23. 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.

24. 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.

25. Habit Loop Example PreCorrection