@article{ce9cab55ab6a48758440bef2850f8f7b,
title = "Precorrection: empowering teachers and families to support students in varied learning contexts",
abstract = "In this article, the authors introduce precorrection as a feasible, effective strategy for teachers and families to use to increase engagement and minimize disruptive behavior in a range of learning contexts. The authors provide step-by-step guidance to illustrate how precorrection can be used by teachers in in-person and remote learning environments as well as how families can incorporate precorrection into daily routines at home.",
keywords = "Engagement, families, low-intensity supports, precorrection, teachers",
author = "Sherod, {Rebecca Lee} and Jones, {Jamie S.} and Hannah Perry and Oakes, {Wendy Peia}",
note = "Funding Information: The author(s) disclosed receipt of the following financial support for research, authorship, and/or publication of this article: This article was supported by funding provided by the Institute of Education Sciences, U.S. Department of Education (R324N190002: PI Lane). Opinions expressed herein do not necessarily reflect the position of the U.S. Department of Education, and as such, endorsements should not be inferred. Publisher Copyright: {\textcopyright} 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.",
year = "2023",
doi = "10.1080/1045988X.2023.2181302",
language = "English (US)",
volume = "67",
pages = "91--97",
journal = "Preventing School Failure",
issn = "1045-988X",
publisher = "Taylor and Francis Ltd.",
number = "2",
}