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.

中文翻译：

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一种向幼儿教授行为期望的预矫正干预

本研究检验了预矫正干预对教师和学生行为的有效性。从中西部城市的一个幼儿中心招募儿童和教师参与这项研究，重点是明确教授行为期望。使用跨三个孩子的多重探索设计，检查了剧本故事、角色扮演和社会赞誉的影响。通过简单的技术援助会议，包括持续的绩效反馈，教师接受了如何实施干预措施的培训。尽管教师并未以高保真度实施所有干预措施，但观察到所有儿童参与者的行为发生了适度变化，这表明干预包与儿童遵守行为期望之间建立了功能关系。