The Importance of Precorrective Statements and Behavior-Specific Praise and Strategies to Increase Their Use

 
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

Many young children demonstrate behavior that teachers find challenging. Accordingly, early childhood and elementary educators must be prepared to support children's social development and use effective practices so that children will be less likely to develop or sustain behavior problems. General education reform and legislation direct schools to use research-based practices to increase children's opportunities for success. However, teachers and administrators often struggle with selecting and implementing effective practices and may feel pulled in many directions by multiple initiatives. To aid in the selection of practices that promote appropriate social behavior, this article aims to describe two simple, research-based practices that have a positive impact on the behavior of children and teachers and two ways these practices can be supported. These strategies are considered universal supports, because they can be implemented with and are effective for all students.

Link

Link to the Document

Prevention Levels

  • Primary
  • Secondary
  • Tertiary

Audiences

  • Administrators
  • PBS Coaches
  • PBS Teams
  • Specialists
  • Teachers

System Impacts

  • Individual Student
  • Whole School

Categories

  • Developmental Disabilities
  • Early Childhood
  • Elementary School