Application of Classroom Response Systems (CRS): Study to ...
Classroom Systems PreCorrection
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Transcript of Classroom Systems PreCorrection
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Classroom SystemsPreCorrection
Chris Borgmeier, PhDPortland State [email protected] www.pbisclassroomsystems.pbworks.com
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PBIS Classroom System:Next Steps
1) Brief presentation of practice
2) Time to individualize practice to fit your classroom, context & needs
3) Brief presentation of Reminders & Supports to use your practice
4) Time to develop an individualized Plan for Support
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Follow along in the PreCorrection Guide
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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)
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5
Pre-Correction: Key Points
“Pre-” means before; “Pre-Correction” means anticipating
problem behavior and intervening beforehand
Problem behavior is prevented Expected behavior replaces problem
behavior
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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
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PreCorrection: Critical Features
Anticipate and plan ahead… chronic problem behaviors should provide predictable times to plan for and anticipate problem behavior
PreCorrective statements 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.
PreCorrect for what to do – prompt for the expected appropriate behavior… do not focus on inappropriate student behavior
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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.
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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.”
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Video Models
Behavioral PreCorrectionhttp://louisville.edu/education/abri/primarylevel/
strategy/precorrection Video B2 (39 sec)
Classroom Routines/Schedule Video R1 (51 sec)
Academic PreCorrection Video B4 (44 sec)
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PreCorrection for individual studenthttp://www.youtube.com/watch?
v=uW4_YzFgGkE PreCorrection = 2:07-2:42
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http://louisville.edu/education/abri/primarylevel/praise/behaviorB1 - recessB5 – using sink
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Steps in PreCorrectionColvin, Sugai & Patching, 1997
1) ID the context & predictable behavior of concern
2) Specify expected behaviors
3) Modify the context
4) Conduct behavioral rehearsals
5) Provide strong reinforcement for expected behaviors
6) Prompt expected behaviors before performance
7) Monitor the plan
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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
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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 worksheet to guide this activity
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Step 1: Identify a Challenge1) ID the context &
predictable behavior of concern
2) Specify the expected behavior
EXAMPLE
3) Teach the Behavior4) Provide strong Reinforcement for the Behavior
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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
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Step 2: Identify your Habit to Build
5) Prompt expected behaviors before
performance
CUE: When I should use my PreCorrection
strategy?
REWARD: How will this benefit you personally?Why you should commit
to this.
EXAMPLE
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Your Turn
Take a few minutes to Complete Step 2 of the Worksheet
Share your PreCorrection strategies with a partner
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Do a couple more : Step 3
Goal = build use of PreCorrection as habit across settings & situations
Do a couple more the “Quick Way”
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Partner Practice
Describe challenging time Identify Precorrection strategies
VerbalVisual
Identify cue signaling when to use PreCorrective prompt
Role Play w/ Partner using the prompts
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Supporting Implementation
Self Monitoring
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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)
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Self Monitoring
Strategies for Self-MonitoringIndex Card Tearing (long side for positive, short side for negative)Hash marks on tape on your arm or pant legGolf CounterMove Pennies or paperclips from one pocket to other based positive & negative acknowledgements
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Step 4: Self-Monitoring
Develop your Self Monitoring Plan
Any other prompts/reminders that would help?
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Self-Monitoring & Goal Setting
Collect 2-3 days of baseline data before setting a goal
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Self Monitoring Report Form
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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
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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
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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?
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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
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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.