Several basic assumptions underlie the use of precorrection procedures. First, both appropriate and inappropriate behaviors are learned. And as such, appropriate behaviors can be taught. When students make academic errors, the teacher adjusts instruction accordingly to remediate deficits. The same can be done for behavior problems.
Teachers can arrange instruction to correct errors in behavior.
There is a difference in precorrection versus correction techniques. Using correction techniques an error or problem occurs and feedback is given. There is information given about the correct response and there is an opportunity for the student to practice the response. There is reinforcement for cooperation. For example, if a student enters the classroom loudly after recess the teacher could remind him to enter the room quietly.