Pre-Correction

Kimberly Sotello-20

3/29/16

What is Pre-Correction and how is it

relevant to my students?
Pre-correction is described as a proactive strategy. It is a
systematic way of anticipating and addressing inappropriate
social or academic behaviors (Kauffman, Mostert, Trent,
& Pullen, 2006). By using this strategy in the classroom, it can
improve social and academic behaviors in students. (Lewis,
Sugai & Colvin, 1998).
Precorrection requires that a teacher focus on possible
antecedents and contextual basis of possible student

Strategy 2

Who Will PreCorrection Work

for?

The precorrection strategy

has been shown to work
for students at all levels.
Studies have shown that
students in elementary,
middle and high school
can benefit from
precorrection if
implemented correctly.

fdf
inappropriate
behaviors. According to Crosby, Jolivette &
Patterson (2006), once those have been identified is the
teachers job to manipulate variables within the environment
to prevent the behavior problem from reoccurring. From this,
more time can be spent teaching positive behaviors and less
time giving students consequences and negative reactions to
their behaviors

How to Use Pre-Correction in the Classroom

If you are an educator that is in need of assisting a student with their social and academic
behaviors, try the precorrection strategy approach. Steps provided by Ennis, R. P., Schwab, J. R.,
& Jolivette, K. (2012).

Step 1:
Identify
the context
and
predictable
behavior

Step 5:
Provide
Reinforcem
ent for the
expected
behavior

Step 3:
Modify the
Context

Step 2:
Identify
and Dene
the
expected
behavior

Step 4:
Practice the
expected
behavior

Step 7:
Monitor
Student
Progress

Step 6:
Provide
Prompts
for the
expected
behavior

References:
Crosby, S., Jolivette, K., & Patterson, D. (2006). Using Precorrection to Manage Inappropriate Academic and
Social Behaviors. Beyond Behavior, 16(1), 14-17.
Ennis, R. P., Schwab, J. R., & Jolivette, K. (2012). Using Precorrection as a Secondary-Tier Intervention
for Reducing Problem Behaviors in Instructional and Noninstructional Settings. Beyond Behavior, 22(1),
1-11.
Haydon, T., & Kroeger, S. D. (2016). Active Supervision, Precorrection, and Explicit Timing: A High School
Case Study on Classroom Behavior. Preventing School Failure, 60(1), 70-78.
doi:10.1080/1045988X.2014.977213
Kauffman, J., Mostert, M., Trent, S., & Pullen, P. (2006). Managing classroom behavior: A reflective case-based
approach (4th ed.). Boston: Pearson Education.