13 Using Precorrection at Tier 2 and Tier 3

The process of using a low-intensity support like precorrection as a stand-alone Tier 2 support, or as a component of another Tier 2 (reading or social skills groups) or Tier 3 (e.g., individualized de-escalation plan) support, can be thought of as intensifying or individualizing the use of this practice.

For example, if screening data suggest a student is at moderate risk (or meets other established inclusion criteria; see schoolwide data entry criteria in the Secondary [Tier 2] Intervention Grid) and if permanent products and other data sources indicate that the student regularly has difficulty during a specific subject, you might consider how to incorporate precorrection during that instructional block to better meet their needs. If a student struggles with academic engagement during independent work time, you might remind them of expected behavior during independent time as well as how they should request your assistance if they need help (e.g., “put your cup on yellow if you need some help but can keep going while I help others” or “put your cup on red if you are totally stuck and need my help to move forward”).

Additionally, as we mentioned before, precorrection is also a featured component of other low-intensity supports. For example, when you read the module Active Supervision, you will notice precorrection is a core component.

Finally, you might decide to embed precorrection into another Tier 2 or Tier 3 intervention. There are several validated interventions for assisting students with behaviors that interfere with positive interactions with adults and peers (e.g., negative social interactions, noncompliance) and/or negatively impact learning experiences (e.g., limited work completion, low levels of academic engagement). Some interventions include other Tier 2 supports such as self-monitoring, behavior contracts, or direct behavior rating (see linked Enhancing Ci3T modules for additional details), most of which are usable by teachers within general education classrooms. You may consider seeking ways to integrate precorrection into these interventions (e.g., remember to take out your self-monitoring sheet before we get started).