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. Pre-Correction: Key Points • “Pre-” means before; • “Pre-Correction” means anticipatingproblem behavior and intervening beforehand • Problem behavior is prevented • Expected behavior replaces problem behavior

6. 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

7. 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

8. 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.

9. 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.”

10. Video Models • Behavioral PreCorrection • http://louisville.edu/education/abri/primarylevel/strategy/precorrection • Video B2 (39 sec) • Classroom Routines/Schedule • Video R1 (51 sec) • Academic PreCorrection • Video B4 (44 sec)

11. PreCorrection for individual student • http://www.youtube.com/watch?v=uW4_YzFgGkE • PreCorrection = 2:07-2:42

12. http://louisville.edu/education/abri/primarylevel/praise/behaviorhttp://louisville.edu/education/abri/primarylevel/praise/behavior • B1 - recess • B5 – using sink

13. 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

14. 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

15. 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

17. 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

18. 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

19. 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

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

21. Do a couple more : Step 3 Goal = build use of PreCorrection as habit across settings & situations Do a couple more the “Quick Way”

22. Partner Practice • Describe challenging time • Identify Precorrection strategies • Verbal • Visual • Identify cue signaling when to use PreCorrective prompt • Role Play w/ Partner using the prompts

23. Supporting Implementation Self Monitoring

24. 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)

25. Self Monitoring Strategies for Self-Monitoring Index Card Tearing (long side for positive, short side for negative) Hash marks on tape on your arm or pant leg Golf Counter Move Pennies or paperclips from one pocket to other based positive & negative acknowledgements

26. Step 4: Self-Monitoring Develop your Self Monitoring Plan Any other prompts/reminders that would help?

27. Self-Monitoring & Goal Setting Collect 2-3 days of baseline data before setting a goal

28. Self Monitoring Report Form

29. 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

30. 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

31. 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?

32. 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

33. 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.