Advisor

Randall L. De Pry

Date of Award

6-8-2017

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Special and Counselor Education

Department

Educational Leadership

Physical Description

1 online resource (v, 130 pages)

DOI

10.15760/etd.3419

Abstract

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.

Persistent Identifier

http://archives.pdx.edu/ds/psu/20627

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