The Effect of Active Supervision and Pre-correction on Minor Behavioral Incidents in a Sixth Grade General Education Classroom

By Randall L. De Pry, G. Sugai. 2002

134 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/da478323daccb56207b656edc6f7af8a982dc731

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Citations in the corpus

Using Coaching to Support Teacher Implementation of Classroom-based Interventions (2014, background): “Precorrection is another effective strategy for preventing predictable errors or problem behaviors by providing students with a reminder of the appropriate behavior or response prior to the situation in which the problem behaviors typically occur (Colvin et al. 1997; DePry and Sugai 2002; Lewis et a”
The association between teaching students with disabilities and teacher turnover. (2020, background): “In addition to and in consort with school-wide systems, teachers can change their instruction to include behavior specific praise (Sutherland, Wehby, & Copeland, 2000), more opportunities to respond (Sutherland & Wehby, 2001), and active supervision (De Pry & Sugai, 2002).”
Evidence-based Practices in Classroom Management: Considerations for Research to Practice (2008, background): “Within a general education classroom, the introduction of active supervision produced a classroom-wide decrease in minor behavioral incidents (De Pry & Sugai, 2002).”
The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School (2018, background): “For example, De Pry and Sugai (2002) found that active supervision in a sixth-grade classroom successfully decreased disruptive behavior.”
Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support (2007, background): “Research has found that precorrection is an effective strategy for supporting appropriate behavior in classroom (DePry and Sugai 2002), cafeteria (Lewis et al.”
A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis (2012, background): ““Pre-correction” is defined in the research as “presenting an instructional prompt prior to a student entering a context in which a problem behavior is likely to occur” (DePry & Sugai, 2002, p. 257).”
Handbook of Classroom Management (2014, background): “…Sadler, & Brown, 2012); as well as impact on interventions targeted in the classroom and nonclassroom settings within the continuum of SW-PBS (De Pry & Sugai, 2002; Hirsch, Lewis-Palmer, Sugai, & Schnacker, 2004; Lewis, Colvin, & Sugai, 2000; Lewis, Powers, Kelk, & Newcomer, 2002; Putnam,…”
Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise (2010, background): “…and interacting with students), resulted in decreases in inappropriate student behavior (a) in a sixthgrade general education classroom (De Pry & Sugai, 2002), (b) during unstructured activities at recess (Lewis, Colvin, & Sugai, 2000), and (c) across other nonclassroom settings (e.g.,…”