2. In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017
Strategies to Cue
Appropriate Behavior
In partnership with NJDOE OSEP funded by IDEA -Part B

3. Stress Self Assessment
Which image best reflects how you feel when students are acting out?
Frazzled
On the Defensive
Calm and Confident
In partnership with NJDOE OSEP funded by IDEA -Part B

4. Preventing Problem Behavior
The occurrence of problem behavior can be one of the most stressful experiences adults face during their school day
Effective cueing is one strategy to prevent unwanted behaviors from occurring (and also preventing a little stress in our day!)
In partnership with NJDOE OSEP funded by IDEA -Part B

5. In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017
Cueing Strategies
Using effective cueing strategies plays an important role in preventing behavior from occurring or preventing a minor behavior from escalating
Use cueing at 3 phases of the routine:
Pre-correct before the routine
Prompt during a routine for a specific response
Redirect after a behavior has occurred
In partnership with NJDOE OSEP funded by IDEA -Part B

6. The TLC of Cueing Strategies
Tone
Language
Caring Disposition
Neutral
Calm
Confident
At a talking level
Body conveys a confident and relaxed stance
Use respectful and supportive language
Focus on what you want the student to do
Paraphrase and mirror the student’s statements
Use instructional coaching to help the student make a good choice
Limit interaction to the expectation at hand (i.e., don’t get drawn into a debate about peripheral topics such what happened last week)
Convey concern
Convey confidence in the student’s ability
Provide encouragement
Engage the student as a partner in solving the problem
Praise cooperation
In partnership with NJDOE OSEP funded by IDEA -Part B

7. In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017
Cueing Strategies:
Pre-correction
In partnership with NJDOE OSEP funded by IDEA -Part B

8. In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017
Pre-correction
Pre-correct an error by showing or telling a student(s) what they should do BEFORE the point where they typically make a social error
In partnership with NJDOE OSEP funded by IDEA -Part B

9. Characteristics of Pre-correction
Identify the specific social error the student is making
Intervene just before the error would typically occur and prep the student with the correct response
Verb-Oriented
Tell the student exactly what to do
Provide encouragement
Follow up with feedback
Praise for correct response and effort
Suggestions for next time
In partnership with NJDOE OSEP funded by IDEA -Part B

10. Pre-correction: Example Scenario
Ms. Jones has noticed that when Mike is working on an assignment and gets frustrated he huffs loudly, pushes his book away, makes inappropriate comments, engages his peers around him.
When Ms. Jones tries to help, Mike is already frustrated, agitated, and tends to dismiss her attempts at assistance
In partnership with NJDOE OSEP funded by IDEA -Part B

11. Pre-correction: Example Scenario
Ms. Jones instructs the class to begin their assignment. She tells the class that there are some problems they will find challenging. (By doing this she makes it okay for Mike to feel like there are problems that are hard for him.)
She walks around and briefly helps 1 to 2 students. Next she goes to Mike:
She asks Mike to circle the problems he is confident about. These problems he will save for last or for homework.
Next she coaches Mike through one of the challenging problems.
Precorrection: “Mike, if you are not sure what to do, raise your hand to let me know you need help. I will nod at you and then you can put your hand down. I’ll be over in a minute. While your waiting try working on another problem. If you get really frustrated you can take a couple of deep breaths or count backwards from 15. Remember, I’ll be over to help.”
In partnership with NJDOE OSEP funded by IDEA -Part B

12. Resources on Pre-correction
Web Resources
Peer Reviewed Articles
Colvin, G., Sugai, G., Good, R. H., III, Lee, Y. (1997). Using active supervision and pre-correction to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344–363.
Colvin, G., Sugai, G., Patching, B. (1993). Pre-correction: An instructional approach for managing predictable problem behavior. Intervention in School and Clinic, 28, 143–150.
Crosby, S., Jolivette, K., & Patterson, D. (2006). Using Precorrection to Manage Inappropriate Academic and Social Behaviors. Beyond Behavior, 16(1),
Lewis, T.J. Colvin, G., & Sugai, G. (2000). The effects of precorrection and active supervision on the recess behavior of elementary students. Education and Treatment of Children, 23(2),
Stormont, M., & Reinke, W. (2009). The Importance of Precorrective Statements and Behavior-Specific Praise and Strategies to Increase Their Use. Beyond Behavior, 18(3),
In partnership with NJDOE OSEP funded by IDEA -Part B

13. Using Prompts Effectively
Cueing Strategies
Using Prompts Effectively
In partnership with NJDOE OSEP funded by IDEA -Part B

14. Using Prompts Effectively
Prompts are visual or verbal signals that occur within a routine to signal a specific response
Strategies for Using Prompts:
Secure the students’ attention
Use a consistent phrase or signal so the expectation remains consistent
Disengage to avoid power struggles or derailing conversation
In partnership with NJDOE OSEP funded by IDEA -Part B

15. Using Prompts Effectively
Characteristics of Effective Prompts:
Short
Action-oriented (verbs)
Tells the student exactly what to do
Provide consistent wait time in between prompts
Paired with behavior-specific praise for cooperation or completion and the 3:1 praise to correction ratio
In partnership with NJDOE OSEP funded by IDEA -Part B

16. Using Prompts Effectively
The teacher has prompted the class to line up. Students are getting in line one student, Cara is still sitting in her seat.
Of the two options presented, which one do you think will have the best chance of Cara getting in line?
Option 1
Option 2
Teacher praises students in line “Billy, nice job getting in line. Marisa, thank you for getting in line…”
The teacher walks over to Cara and in a low voice prompts her: “Cara, please stand up and take your place in line.”
Cara stands up
“Thank you Cara. I appreciate you joining the line.”
The teacher yells across the room: “Cara, why is the whole class always waiting for you?”
In partnership with NJDOE OSEP funded by IDEA -Part B

17. Using Prompts Effectively
Teach signals for routinely used prompts:
Quieting down
Beginning work
Changing centers or groups
Sitting Down
Getting out materials
Attending to teacher
In partnership with NJDOE OSEP funded by IDEA -Part B

18. Using Prompts Effectively
Prompt Scenario:
Ms. Jones has just given a direction for students to move into their groups
The students are mulling around and talking and not moving quickly into their groups
Excellent example:
“Please, keep moving to your group area and sit down. LaTisha is at her table, nice job; Mikel is at his table, fantastic, Tyeshia is at her table, excellent….Thank you everyone for getting into your group areas and seated.”
Poor example:
“Let’s go, you’ve done this enough times this year to know what you are supposed to do.”
In partnership with NJDOE OSEP funded by IDEA -Part B

19. Resources on Prompting
Web resources
Peer Reviewed Articles
De Martini-Scully, D., Bray, M. A., & Kehle, T. J. (2000). A packaged intervention to reduce disruptive behaviors in general education students. Psychology in the Schools, 37(2),
Lampi, A. R., Fenty, N. S., & Beaunae, V. (2005). Making the three P’s easier: Praise, proximity, and precorrection. Beyond Behavior, 15, 8-12.
Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis Practice, 1(1),
Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing disruptive behaviors in students with serious emotional disturbance. School Psychology Review, 30,
Simonsen, B., Myers, D., & DeLuca, C. (2010). Teaching teachers to use prompts, opportunities to respond, and specific praise. Teacher Education and Special Education, 33,
In partnership with NJDOE OSEP funded by IDEA -Part B