Precorrection: An instructional approach for managing predictable problem behaviors

Colvin, G., Sugai, G., & Patching, B., (1993). Precorrection: An instructional
approach for managing predictable problem behaviors. Intervention in
School and Clinic, 28(3), 143-150. Copyright (1993) by PRO-ED, Inc.
Adapted and reprinted electronically with permission.

A preventive approach to solving problem behaviors has several possible outcomes:

Serious problem behavior may be prevented.
Students who have been labeled at risk may be directed towards functioning at levels considered to be more appropriate.
The behavior of students without disabilities may be strengthened and occasions for modeling may be increased.
Improvement in the behavior may be maintained.

Teachers are faced with having to manage a variety of behaviors in a variety of settings, such as in the classroom, on the playground, in p.e., etc. Reactive techniques which occur after the behavior has been exhibited may be ineffective in controlling the problems. By manipulating the antecedents and consequences of the behavior, a new appropriate behavior can take the place of the inappropriate behavior. Teachers can, in turn, become proactive to situations instead of being reactive and can be more effective in solving behavior problems.

Several basic assumptions underlie the use of precorrection procedures.

First, both appropriate and inappropriate behaviors are learned. And as such, appropriate behaviors can be taught.
Second, students can learn through the systematic manipulation of teacher input (antecedents) and teacher output (consequences). When students make academic errors, the teacher adjusts instruction accordingly to remediate deficits. The same can be done for behavior problems. Teachers can arrange instruction to correct errors in behavior.

There is a difference in precorrection versus correction techniques. Using correction techniques an error or problem occurs and feedback is given. There is information given about the correct response and there is an opportunity for the student to practice the response. There is reinforcement for cooperation.

For example, if a student enters the classroom loudly after recess the teacher could remind him to enter the room quietly. He could be asked to go back to the door and try it again. Once he has successfully followed the directions, the teacher would praise him for entering the room quietly.

A behavior has occurred and the teacher reacts to it. Unfortunately, this procedure does not always prove to be effective.

Precorrection techniques involve a strategy which can be broken down in seven steps.

Step 1: Identify the Context and the Predictable Behavior.
The context can be any event, task, condition, circumstance or any other antecedent which occasions the behavior on some basis. In the example given above, the context would be the transition time from recess back to the classroom and the predictable behavior would be the noisy entry of the student. The context can be identified formally through a functional analysis where an observer takes notes on the antecedents to the behavior ( i.e. teacher giving directions), what the behaviors are (i.e. student making faces at neighbor) and what the consequences are (i.e. the other student yells back and disrupts the class). Or the context and behavior can be identified informally through observations, discussions with other personnel, or a survey of educational records.
Step 2: Specify the Expected Behavior.
In order to do this, you may want to consider:
1. the expected behavior in observable terms (i.e. instead of pays attention, try watches the teacher)
2. select a behavior that is incompatible with the problem behavior (i.e. if he is watching you, he can't be looking at his neighbor)
3. select expected behaviors that are functional replacements for the problem behavior (i.e. watching the teacher versus going to the office)
Step 3: Modify the Context.
You want to increase the likelihood that the behavior will occur and decrease the likelihood that the inappropriate behavior will occur. Modifications can be made for example in instructions given, activities, seating arrangements, etc. The least obtrusive modifications should be used at first moving to more restrictive modifications as needed.
For example, before beginning instruction, the teacher may use a signal to gain the attention of the students. Or, if Susan and Harry pick on each other, then a change in seating could solve the problem.
Step 4: Conducting Behavior Rehearsals.
This training should occur just before the student enters the target context. This training may take several forms. The student can be asked to recall the appropriate behavior, model the behavior, or keep a checklist as a reminder of the behavior. The assumption is that the student is more likely to remember the expected behaviors if training occurs just prior to the target context.
Step 5: Provide Strong Reinforcement for Expected Behaviors.
It may be difficult to establish a new pattern of behavior if the old pattern has been utilized over a period of time. The new behavior will be in competition with the old behavior and strong reinforcement may be needed for replacement to occur. Remember, reinforcement is only reinforcement if the behavior increases; it depends on the individual.
Step 6: Prompting Expected Behavior.
Students may need additional assistance in order to display the appropriate behavior. You may want to:
1. acknowledge the student immediately after the expected behavior is exhibited.
2. provide a reminder of the behavior within the context of the lesson (i.e. "Who can raise his or her hand and tell me what the capitol of Florida is?").
3. use correction procedures:
  1. For the first occurrence of the inappropriate behavior, try ignoring it.
  2. For the second occurrence of the inappropriate behavior, use a 2 part signal to correct the behavior.
    For example, if the student is talking out, try placing your finger on your lips as the signal for quiet and raise your hand to model the appropriate behavior.
  3. For the third occurrence present a warning of the target behavior. Present this warning as a choice.
    For example, you could say "If you have a comment or a question, you need to raise your hand. If you choose to speak out, you will lose 5 minutes of free time."
Step 7: Monitoring the Plan.
Data should be collected to see if the plan is working. Is the inappropriate behavior decreasing and the appropriate behavior increasing? Monitoring the plan as the teacher may be difficult to do with all the other responsibilities of the job. Peers have been used as monitors successfully, or aides, practicum students, and even volunteers could be called on for monitoring.

This article contains examples of Precorrection Checklists and Plans. Going down the page are rectangular boxes which specify each area such as context, predictable behavior, expected behavior, context modification, behavior rehearsal, strong reinforcement, prompts, and monitoring plan. Your input is written within the box describing each of these steps. This checklist can be used as an aid in implementing such a plan and can be useful for the documentation of behaviors. Although the article describes situations involving a single student, I believe this procedure could also be implemented for classwide difficulties.

Source:

Colvin, G., Sugai, G., & Patching, B., (1993). Precorrection: An instructional approach for managing predictable problem behaviors. Intervention in School and Clinic, 28(3), pp. 143-150. Copyright (1993) by PRO-ED, Inc.

Adapted and reprinted with permission. [electronically]

Precorrection: An instructional approach for managing predictable problem behaviors

Colvin, G., Sugai, G., & Patching, B., (1993). Precorrection: An instructional approach for managing predictable problem behaviors. Intervention in School and Clinic, 28(3), 143-150. Copyright (1993) by PRO-ED, Inc. Adapted and reprinted electronically with permission.

TREE Professional Resources [TREE MAIN MENU]

Colvin, G., Sugai, G., & Patching, B., (1993). Precorrection: An instructional
approach for managing predictable problem behaviors. Intervention in
School and Clinic, 28(3), 143-150. Copyright (1993) by PRO-ED, Inc.
Adapted and reprinted electronically with permission.

TREE Professional Resources
[TREE MAIN MENU]