Low-intensity strategies: Precorrection
November 2022
Objectives
To cite this module:
Ci3T Project ENHANCE Research Team. (2022, November). Low-intensity strategies: Precorrection. Author. https://doi.org/10.17161/ci3t.78553
| Authors | Designers | Contributors |
|---|---|---|
| Amy M. Briesch | Paloma Pérez-Clark | Arabiye Artola |
| Mark M. Buckman | Hannah Y. Perry | Katherine S. Austin |
| Emily A. Iovino | Eric Alan Common | |
| Kathleen Lynne Lane | Teshan Lenae Henry | |
| Wendy Peia Oakes | Emily A. Iovino | |
| Sierra Lynn Leiker | ||
| Paloma Pérez-Clark | ||
| Hannah Y. Perry |
Note. Names listed in alphabetical order.
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Interactive Resource View this module’s interactive resource that can be used as a stand alone tool or in conjunction with this eBook text. We estimate either version of this module will take ~55 min to complete. |
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Objectives
Ci3T Implementation Journey Graphic
At the end of this module, learners will be able to:
- Define precorrection and describe why it is effective, where it fits within the Ci3T model, the supporting research, and the benefits and challenges of this strategy.
- Follow a step-by-step process to implement precorrection.
- Identify how precorrection can be used across three tiers of instruction.
- Use included resources to examine the effectiveness of precorrection for students, including assessing student performance, treatment integrity, and social validity.
This work was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324N0002 to University of Kansas. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.