Using low-intensity strategies to support engagement: practical applications in remote learning environments for teachers and families

Figures & data

Table 1. Low-intensity supports: definitions.

Strategy	Definition
Behavior-Specific Praise	“Behavior-specific praise is a specific type of acknowledgement in which the adult recognizes (or reinforces) specific desirable or prosocial behaviors to increase the chance they will continue to occur in the future.” (Pérez-Clark et al., 2022, p. 84)
Precorrection	“Precorrection is a proactive, low intensity support teachers and families can use to remind students of expected behaviors before they transition to a new setting or begin a new activity.” (Sherod et al., 2022, p. 91)
Active Supervision	“Active supervision involves teaching expectations (or ensuring that the routine for the activity is well-established and familiar to students), scanning and monitoring the area during the activity, reinforcing rule-abiding behavior, providing private, corrective feedback as necessary, and ensuring children also have the opportunity to give feedback.” (Austin et al., 2022, p. 99)
Instructional Choice	“Instructional choice is the embedding of options into lessons for students to select based on their own preferences.” (K. S. Lane et al., 2022, p. 107)

Table 2. Ci3T sentiment: posted on Ci3T.org March 2020.

At this time of uncertainty, with many schools closed due to the COVID-19 outbreak, the Ci3T Strategic Leadership Team and Ci3T Research Team are developing materials to support educators and families as we transition to a world of online and continuous learning. Our goal is to provide resources to assist you in using your Ci3T structures to facilitate positive, productive environments for students, families, educators, and administrators during the COVID-19 crisis. In the accordions below we will be uploading a series of brief practice guides that we hope you will find useful. Feel free to share these materials with fellow educators and families. We are sending positive thoughts to all our partners, colleagues, and the students you so tirelessly support. Source: Ci3T.org/COVID

Pérez-Clark, P., Gil, H. J., Artola, A., Royer, D. J., & Lane, K. L. (2022). Behavior-specific praise: Empowering teachers and families to support students in varied learning contexts. Preventing School Failure, 67(2), 83–90.

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Sherod, R. L., Jones, J. S., Perry, H., & Oakes, W. P. (2022). Precorrection: Empowering teachers and families to support students in varied learning contexts. Preventing School Failure, 67(2), 91–97.

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Austin, K. S., Allen, G. E., Brunsting, N. C., Common, E. A., & Lane, K. L. (2022). Active supervision: Empowering teachers and families to support students in varied learning contexts. Preventing School Failure, 67(2), 98–105.

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Lane, K. S., Buckman, M. M., Iovino, E. A., & Lane, K. L. (2022). Incorporating choice: Empowering teachers and families to support students in varied learning contexts. Preventing School Failure, 67(2), 106–114.

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