6 What Does the Supporting Research for Precorrection Say?

Research over the last few decades has demonstrated support for the use of precorrection as a positive, proactive behavior support strategy across developmental and ability levels. A recent systematic review of 10 articles (Ennis, Royer et al., 2017) found that although the quality of studies on precorrection was mixed, there was evidence to support precorrection as an evidence-based strategy to reduce problem behavior. Studies have demonstrated effectiveness of precorrection with students at the preschool (e.g., Stormont et al., 2007; Smith, Lewis et al., 2011), elementary (e.g., Colvin et al., 1997; De Pry & Sugai, 2002), middle (e.g., Faul et al., 2012; Haydon & DeGreg, 2012), and high school (e.g., Haydon & Kroeger, 2016) levels.

Precorrection has also been shown to be effective for students in varied settings. Positive effects have been documented with students:

• In Head Start classrooms (e.g., Stormont et al., 2007; Smith, Lewis et al., 2011)
  
• In general education classrooms (e.g., De Pry & Sugai, 2002; Haydon & DeGreg, 2012)
  
• In non-classroom settings (e.g., hallways, lunchroom; e.g., Colvin et al., 1997)

In reading through these and other studies, you will also notice precorrection is a core component of another strategy: active supervision (Haydon et al., 2012). In short, precorrection is an effective, efficient intervention for supporting academic and behavioral success for a variety of preschool through high school students across different settings.