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Dissertation/Thesis Abstract

A Brief Intervention to Increase the Use of Precorrection and Praise by Elementary School Teachers
by Bindreiff, Dustin F., Ed.D., Portland State University, 2017, 137; 10286684
Abstract (Summary)

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.

Indexing (document details)
Advisor: Pry, Randall L. De
Commitee: Donaldson, Amy, Hitz, Randy, Loman, Sheldon
School: Portland State University
Department: Education
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
Publication Number: 10286684
ISBN: 978-0-355-09116-8
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