There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially appropriate skills. This study examined how a brief training in precorrection and praise paired with regular feedback impacted the behavior of four Title I elementary school teachers and students. As a result of the intervention, the four teachers increased use of precorrection and praise, while concomitantly reducing their use of reprimands. Limitations and suggestions for future research are provided.
|Advisor:||Pry, Randall L. De|
|Commitee:||Donaldson, Amy, Hitz, Randy, Loman, Sheldon|
|School:||Portland State University|
|School Location:||United States -- Oregon|
|Source:||DAI-A 78/12(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Special education, Teacher education|
|Keywords:||Behavior, Precorrection, Professional development|
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