<p> 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. </p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10286684 |
| Date | 06 September 2017 |
| Creators | Bindreiff, Dustin F. |
| Publisher | Portland State University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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