A precorrection intervention to teach behavioral expectations to young children

This study examined the effectiveness of a precorrection intervention on teacher and student behavior. Children and teachers were recruited from an early childhood center in a Midwestern city to participate in this study focused on explicitly teaching behavioral expectations. Using a multiple probe design across three children, the impact of scripted stories, roleplays, and social praise was examined. Teachers were trained on how to implement the intervention through a simple technical assistance meeting, including on‐going performance feedback. Although teachers did not implement all intervention components with high fidelity, a modest change in behavior was observed for all child participants which indicates an established functional relation between the intervention package and child adherence to behavioral expectations.