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A precorrection intervention to teach behavioral expectations to young children
Author(s) -
Wahman Charis L.,
Anderson Eric J.
Publication year - 2021
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22531
Subject(s) - praise , intervention (counseling) , psychology , fidelity , developmental psychology , behavior change , early childhood education , clinical psychology , medical education , applied psychology , social psychology , medicine , psychiatry , electrical engineering , engineering
This study examined the effectiveness of a precorrection intervention on teacher and student behavior. Children and teachers were recruited from an early childhood center in a Midwestern city to participate in this study focused on explicitly teaching behavioral expectations. Using a multiple probe design across three children, the impact of scripted stories, roleplays, and social praise was examined. Teachers were trained on how to implement the intervention through a simple technical assistance meeting, including on‐going performance feedback. Although teachers did not implement all intervention components with high fidelity, a modest change in behavior was observed for all child participants which indicates an established functional relation between the intervention package and child adherence to behavioral expectations.

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