How to Use Positive Prompting to Reduce Challenging Behaviors

Understanding the Foundation of Positive Prompting in Education

Effective management of challenging behaviors in educational settings relies on proactive, evidence-based strategies that foster positive relationships and teach appropriate behaviors. Positive prompting, a key component of these strategies, involves using cues, signals, and reinforcement techniques to guide students towards desired actions, ultimately reducing problematic behaviors and promoting a supportive classroom environment.

Core Principles of Positive Behavior Strategies

What strategies promote positive behavior in educational settings?

Implementing positive behavior strategies involves a variety of evidence-based, proactive approaches that focus on preventing challenging behaviors before they occur and reinforcing desirable ones.

One of the main tools is positive reinforcement, which rewards students for demonstrating appropriate behaviors. This creates positive associations and increases the likelihood that these behaviors will be repeated. Teachers often pair reinforcement with specific praise to ensure students understand which behaviors are desirable.

Pre-correcting and prompting are other essential strategies. Pre-correcting involves reminding students of behavioral expectations before entering potentially challenging situations, explaining upcoming challenges, and teaching correct responses. Prompting provides cues—such as gestures, verbal hints, or visual aids—that assist students in performing the correct behavior successfully.

Nonverbal signals, like facial expressions or hand gestures, can also serve as subtle cues to guide behavior without interrupting the flow of instruction. Additionally, brain breaks—short, structured pauses for movement or relaxation—help students reset, reducing frustration and disruptive behaviors.

Creating a classroom environment that supports positive behavior involves designing a supportive layout, posting clear and visual expectations, and explicitly teaching routines and acceptable behaviors. These elements help students understand what is expected of them, promoting self-regulation.

The use of structured systems like token economies, visual cues, and behavior tracking allows both teachers and students to monitor progress, set achievable goals, and celebrate small successes. This ongoing reinforcement fosters motivation and confidence.

Furthermore, effective classroom management includes engaging families, establishing consistent response procedures, and employing strategies like choice-making and active supervision.

Why is positive guidance effective in preventing challenging behaviors?

Positive guidance centers on teaching children what to do, rather than what not to do. This approach emphasizes explaining expectations, modeling appropriate behaviors, and offering constructive redirection.

By focusing on positive behaviors, children learn about social norms and emotional regulation in a supportive environment. When children understand what is expected of them and see positive examples modeled consistently, they are more likely to internalize these behaviors.

Research in child development supports the effectiveness of positive guidance. It helps children build confidence, develop social skills, and foster a sense of belonging within the classroom community.

Moreover, positive guidance reduces frustration and conflicts, making the classroom a safer and more nurturing space. Teachers who use these methods often see improved relationships, better cooperation, and a decrease in challenging behaviors.

Building trust and fostering cooperation among students, families, and educators

Successful implementation of positive behavior strategies depends heavily on trust and collaboration.

Creating a positive classroom environment starts with establishing clear expectations and routines that are posted and explained in an accessible way. Visual supports such as charts, cues, and social stories help reinforce understanding.

Building relationships is fundamental. When teachers demonstrate empathy, respect, and genuine care, students feel safe and valued. Parents and caregivers are engaged through consistent communication, shared goals, and active participation in behavioral planning.

Collaborative problem-solving involves teachers, families, and students working together to identify the functions of behaviors and develop tailored interventions.

Tracking progress and celebrating milestones—big or small—encourages continued effort, strengthening trust between students and educators. Recognizing positive behaviors publicly can boost motivation and reinforce desired conduct.

Fostering such relationships cultivates a classroom climate where students are motivated to follow expectations, take risks in their learning, and develop social-emotional skills that will serve them throughout their education and beyond.

Strategy Category	Examples	Details
Evidence-Based Approaches	Pre-correcting, prompting, positive reinforcement	Prevents issues, teaches correct skills, rewards good conduct
Classroom Environment	Visual supports, routines, nonverbal cues	Supports self-regulation, understanding expectations
Building Relationships	Empathy, consistent communication, collaboration	Fosters trust, enhances cooperation
Behavioral Tracking & Goals	Milestones, token systems, progress monitoring	Measures success, motivates students

Adopting a comprehensive approach that combines these elements creates a supportive, respectful, and effective classroom setting where positive behaviors flourish and challenges are minimized.

Implementing Pre-correcting and Prompting Strategies

What is positive prompting, and how can it be used in classroom behavior management?

Positive prompting involves providing students with reminders or cues that help them perform expected behaviors successfully. These prompts can be gestures, verbal cues, visual supports, or modeling, which serve as gentle guides to support student independence.

In classroom management, positive prompting is a proactive way to prevent challenging behaviors by clarifying expectations beforehand. For example, a teacher might gesture towards a visual schedule to remind students of the day's routine or give a verbal cue before starting a new task.

Using positive prompts helps create a supportive environment where students understand what is expected of them. It encourages engagement, reduces errors, and fosters self-regulation skills.

The process involves anticipating problem situations, explaining expected behaviors, practicing responses, and reinforcing correctly performed actions.

Implementing effective prompting strategies begins with anticipating scenarios where students might struggle. Teachers then clearly explain what the correct behavior looks like—this could involve pre-correcting by describing upcoming challenges and how to handle them.

Practicing these responses is essential. Role-playing, modeling, or guided rehearsal allows students to internalize the expectations. For example, a teacher might practice asking for help instead of getting frustrated when a task is difficult.

Reinforcing correctly performed behaviors immediately with praise or other positive reinforcement helps solidify learning and encourages repetition of desirable behaviors.

The hierarchy of prompts from most to least intrusive: full physical, modeling, verbal, partial physical, gestural, and visual prompts.

Prompts can be organized along a spectrum based on how much support they provide:

Prompt Level	Description	Purpose
Full physical prompts	Complete guidance, such as hand-over-hand	Teaching new or complex skills
Model prompts	Demonstrating the desired response	Showing students how to respond
Verbal prompts	Clear spoken cues	Reminding and guiding responses
Partial physical prompts	Some guiding touch, less intrusive	Supporting more independent responses
Gestural prompts	Pointing or nodding	Directing attention
Visual prompts	Pictures or written cues	Offering visual reference

This hierarchy allows educators to start with the least intrusive prompts and increase support only as needed, fostering independence over time.

Incorporating these strategies effectively

When applying prompting methods, teachers should begin with minimal prompts—using visual or gestural cues first—and only escalate to more intrusive prompts if the student needs additional help. Over time, prompts should be systematically faded as students gain mastery.

Errorless learning techniques often pair with prompt fading, ensuring students perform skills correctly from the outset and avoid practicing errors.

Through consistent practice, reinforcement, and careful monitoring, prompting strategies become powerful tools for reducing problematic behaviors and improving student engagement.

Additional support for successful implementation

Supporting students with individualized plans that incorporate these prompting strategies can enhance their success. Teachers should collaborate with specialists, track progress regularly, and adapt prompts based on student response.

Ultimately, positive prompting—used thoughtfully within a comprehensive behavior support system—can significantly improve classroom dynamics, foster student independence, and support positive behavioral development.

The Science of Prompt Hierarchies and Errorless Learning

What is prompt fading, and why is it important?

Prompt fading is a technique used to gradually decrease the level of assistance or prompts given to students as they learn a new skill. Initially, students are provided with strong, highly intrusive prompts, such as physical guidance or direct verbal cues, to help them perform a task correctly. Over time, these prompts are systematically reduced to encourage independent responding.

This process is crucial because it helps prevent students from becoming overly reliant on prompts, a phenomenon known as prompt dependency. By fading prompts, learners gain confidence and develop true mastery of skills, which they can perform without ongoing support. Prompt fading promotes independence and generalization of skills across different settings and situations.

How do prompt hierarchies support skill learning?

Prompt hierarchies arrange different levels of prompts from the most to the least intrusive, creating a structured pathway for students to learn and perform new behaviors effectively. Starting with the most supportive prompts, such as full physical assistance, and gradually moving to minimal cues like visual or gestural prompts, helps students progress at a comfortable and effective pace.

This spectrum includes various prompts:

| Prompt Type | Description | Use in Learning Process | |----------------------------|--------------------------------------------------------------|------------------------------------------------| | Full physical prompt | Complete physical assistance to guide movement | Initiate learning, initial stages | | Modeling | Demonstrating the desired behavior | Visual example for imitation | | Verbal prompt | Spoken cues or instructions | Providing specific guidance | | Partial physical prompt | Assistance with less contact, such as guiding hand slightly| | Gestural prompts | Using gestures instead of words to cue behavior | Non-verbal communication support | | Visual prompts | Using pictures, diagrams, or written cues | Visual supports for recall and comprehension |

Using this hierarchy from most to least intrusive ensures that students receive enough support initially but are encouraged to perform behaviors independently as they become more skilled.

Start with minimal prompts, gradually increasing if needed.

When teaching new skills, it’s important to start with the least intrusive prompt necessary for success. If the student cannot perform the task independently, more supportive prompts are added gradually. This approach reduces prompt dependence and helps assess the learner's actual ability.

Gradually increasing prompts only if necessary helps avoid frustration and supports a positive learning experience. If a student responds successfully with a less intrusive prompt, that level of assistance is maintained or reduced further.

Fading prompts over time to promote independence.

Fading is a systematic process that involves decreasing the prompts’ intensity or frequency as the learner demonstrates proficiency. Effective fading strategies include gradually reducing physical assistance, switching from verbal to visual prompts, or providing fewer cues.

The goal is to have students perform skills independently, carrying learned behaviors across different contexts. Consistent fading ensures the transfer of learning from supported situations to natural settings, making skills more functional and applicable.

Errorless learning uses prompts from most to least intrusive to prevent errors during skill acquisition.

Errorless learning is a teaching approach that minimizes the chance of students making mistakes during learning. By starting with the most supportive prompts, learners can perform the task correctly from the outset. As their skill improves, prompts are faded to promote independence.

This method not only reduces frustration and avoidance behaviors but also helps establish correct response patterns early in learning. It is particularly useful for learners with special needs, such as those with Autism Spectrum Disorder (ASD), ensuring positive learning experiences and building confidence.

Employing a structured prompt hierarchy with systematic fading and errorless learning techniques fosters effective skill acquisition while supporting independence and reducing reliance on external cues. These strategies are extensively supported by research as foundational components of evidence-based behavioral interventions.

Using Positive Reinforcement Effectively

How does positive reinforcement support children in developing appropriate behaviors?

Positive reinforcement plays a crucial role in helping children learn which behaviors are desirable by rewarding their efforts immediately after the correct response. When students receive consistent and meaningful rewards, they are more likely to repeat those behaviors. This approach not only encourages specific positive actions but also helps meet children’s emotional and social needs, creating a supportive environment that fosters self-regulation. For students with challenging behaviors, positive reinforcement offers an alternative pathway for expression and success, guiding them to replace problematic responses with appropriate ones.

What strategies are effective for enhancing positive reinforcement?

Effective reinforcement involves a combination of strategies tailored to individual students. Setting clear expectations ensures that children understand what behaviors are rewarded. Offering rewards that are meaningful to each child, such as praise, tokens, or stickers, makes reinforcement more impactful. Reinforcing behaviors promptly and consistently helps establish strong associations between actions and outcomes.

Teaching students to replace problematic behaviors with positive alternatives and reinforcing these replacement behaviors further supports progress. Visual aids, token systems, and other tangible tools can organize reinforcement efforts clearly. Tracking progress over time allows educators to measure success and adjust strategies as needed. Celebrating milestones, whether small or large, keeps children motivated and engaged.

Timing and individualization are essential; rewards should be personalized and provided at the right moments to maximize their effectiveness. When reinforcement is timely, consistent, and suited to the child’s preferences, it becomes a powerful tool for nurturing appropriate behavior.

Reinforcement Strategy	Implementation Examples	Purpose
Clear expectations	Posting classroom rules, explaining desired behaviors	Clarifies what is rewarded
Immediate reinforcement	Praising students right after they respond correctly	Builds quick associations
Visual or token systems	Using stickers, points, or tokens for achievements	Provides tangible reinforcement
Tracking progress	Maintaining records of behavior improvements	Helps evaluate the effectiveness
Celebrating milestones	Recognizing progress with praise or rewards	Reinforces motivation and persistence

By combining these strategies, educators can create a positive, motivating classroom atmosphere that encourages persistent, appropriate behaviors, fostering a safe and productive learning environment for all students.

Strategies to Foster a Positive Classroom Climate

How does positive guidance help in behavioral management?

Positive guidance plays a vital role in managing student behavior by emphasizing teaching children appropriate actions rather than merely punishing undesirable ones. This approach helps students understand what is expected of them through clear instructions and modeling suitable behaviors. It also promotes the development of social and emotional skills by providing children with strategies to regulate their emotions and navigate social interactions constructively.

In practice, positive guidance involves redirecting children to acceptable behaviors, calmly responding to challenging situations, and using language that reinforces expectations. This proactive approach fosters a trusting classroom environment where students feel respected and supported, which leads to fewer behavioral issues over time.

What are examples of positive behaviors that can be promoted in students?

Promoting positive behaviors is essential for creating a constructive learning environment. Teachers can encourage behaviors such as cooperation, respectful communication, perseverance, responsibility, and kindness.

Some effective strategies include providing specific praise for these behaviors when observed, establishing and visibly posting clear classroom expectations, and teaching these behaviors explicitly through lessons and modeling.

Additional methods like reinforcing appropriate responses with tokens or visuals, offering opportunities for students to respond, and celebrating small milestones can also reinforce these positive actions.

Use of behavior-specific praise and recognition

Recognizing positive behaviors through behavior-specific praise helps students learn the difference between their actions and reinforces the desired behaviors. For example, saying, "I really like how you shared your toys patiently," highlights the specific behavior of sharing patiently. This type of praise makes the praise meaningful and instructive.

Establishing and posting clear expectations

Visible, understandable classroom rules and routines set a framework for expected behaviors. Teachers should explicitly teach these routines and expectations regularly, ensuring students know what is expected during activities and transitions. Postings should be simple, clear, and consistent, serving as reminders and reference points that promote self-regulation.

Active supervision and opportunities to respond

Active supervision involves teachers moving around the classroom, observing, and engaging with students to catch positive behaviors and provide immediate feedback. Providing frequent opportunities for students to respond, such as asking questions or participating in tasks, encourages engagement and reinforces positive behaviors.

Involving families and creating collaborative behavior plans

Engaging families in behavior management reinforces the strategies used in the classroom. Collaborative plans involve sharing observations, setting common goals, and developing consistent strategies across settings. This partnership ensures that behavior support extends beyond the classroom, fostering consistency and promoting better outcomes for students.

Strategy	Implementation Tips	Expected Outcome
Behavior-specific praise	Be specific about the behavior, e.g., "Great job sharing!"	Increased positive behaviors and student confidence
Posting expectations	Use visual cues, reinforce routines, review regularly	Clear understanding and self-regulation
Opportunities to respond	Use think-pair-share, quick checks, or response spins	Higher engagement and participation
Family involvement	Regular communication, shared behavior goals, consistent reinforcement	Support for behavior change across environments

Creating a supportive classroom environment benefits from proactive strategies like positive reinforcement, clear expectations, active supervision, and family collaboration. These practices not only reduce problematic behaviors but also promote a climate where positive behaviors thrive, leading to happier, more engaged students.

Applying Evidence-Based Strategies with Special Populations

How does positive behavior support work for children with autism?

For children with autism spectrum disorder (ASD), positive behavior support (PBS) is an essential approach grounded in research. It focuses on increasing positive behaviors through reinforcement and teaching replacement skills that serve the same function as challenging behaviors.

Using positive reinforcement consistently encourages desired behaviors, creating a positive association that makes them more likely to occur. For example, when a child requests a break appropriately, praising this request with specific, contingent praise reinforces that behavior.

Recognizing triggers plays a crucial role in prevention. Children with autism may react strongly to sensory inputs, transitions, or specific social cues. Employing de-escalation strategies such as distraction, calming supports like sensory fidgets, or referencing familiar routines can prevent meltdowns and reduce anxiety.

Teaching replacement skills, such as asking for a break or using a calming space, equips students with appropriate ways to communicate their needs. These skills are reinforced consistently to promote independence and reduce reliance on challenging behaviors.

This approach fosters a supportive and predictable environment, helping children feel secure while developing essential social-emotional skills.

What proactive measures can educators take to prevent challenging behaviors?

Proactive classroom strategies are vital in managing behaviors before they escalate. Educators can implement several measures that create an environment conducive to positive student engagement.

Providing highly preferred items or activities can motivate students to participate and stay focused, reducing frustration that may lead to challenging behaviors. Scheduling highly preferred activities after less desired tasks can serve as an incentive, encouraging children to complete routines calmly.

Priming students in advance through visual supports or verbal warnings helps prepare them for upcoming transitions or changes, minimizing surprises and stress.

Offering choices throughout the day fosters a sense of control and independence. For example, letting a child choose between two activities or using options for seating arrangements can empower students and support cooperative behavior.

Incorporating sensory supports, like providing sensory fidgets during work, can help children self-regulate and stay engaged. These items serve as calming tools that prevent sensory overload and disruptive behaviors.

By combining these proactive strategies, educators can create a classroom atmosphere that supports emotional regulation and positive behavior, especially for students with autism.

Recognizing Triggers and Using De-escalation Strategies

Identifying the early signs of distress or triggers is essential for preventing escalation. Common triggers include sensory overload, unfamiliar environments, or social misunderstandings.

Once triggers are recognized, teachers can apply de-escalation techniques such as distraction, offering calming supports, or referencing routines to redirect attention.

Providing a calm, private space for students to self-regulate can help reduce the intensity of meltdowns. Using calm, respectful communication and offering choices help the child regain a sense of control.

Consistency in responses and maintaining a calm demeanor reinforce safety and trust. These strategies help children feel supported and understood, which is integral to managing challenging behaviors.

Teaching social-emotional skills and providing calming supports

Teaching social-emotional skills involves helping children recognize and articulate their feelings, develop empathy, and navigate social interactions.

Strategies include using visual supports like emotion thermometers, social stories, and calming routines such as deep breathing or relaxation activities.

The Turtle Technique, for example, teaches children to

The Role of Social-Emotional Learning and Relationship Building

Why is positive guidance important for social-emotional development?

Positive guidance plays a vital role in fostering children's social and emotional growth. It is rooted in child development research and emphasizes teaching children what to do rather than what not to do. Instead of solely focusing on correcting misbehavior, it uses respectful redirection—such as encouraging a child to use walking feet instead of telling them 'Don’t run.'

This approach helps children clearly understand expectations, which reduces confusion and frustration. It promotes the development of social skills, emotional regulation, and self-control. When children are guided positively, they learn to navigate social interactions appropriately, build confidence, and develop healthy relationships.

Implementing positive guidance involves consistent, calm responses, offering choices, and teaching alternative behaviors. For example, a teacher might model and prompt a child to ask for a break or help instead of engaging in disruptive behaviors. This foundation supports long-term social-emotional competence and a positive classroom climate.

How do social-emotional skills contribute to reducing challenging behaviors?

Teaching children essential social-emotional skills significantly impacts their behavior. When children learn to identify their emotions, they gain the ability to manage feelings like anger, frustration, or anxiety more effectively.

Skills such as emotional vocabulary allow children to articulate their needs and feelings, reducing the likelihood of acting out. Coping techniques—like deep breathing, counting, or using calm-down corners—offer constructive ways to handle emotional upheaval.

Additionally, problem-solving skills enable children to navigate conflicts and challenges constructively. For example, teaching a child to ask for help instead of hitting when overwhelmed can prevent escalation.

By equipping children with these skills, educators help them respond more adaptively to social situations, which lowers the frequency of challenging behaviors. Promoting a supportive environment where emotional expression is safe and validated encourages children to develop resilience and self-regulation.

Teaching emotional vocabulary and problem-solving skills

A core aspect of social-emotional learning (SEL) involves explicitly teaching emotional vocabulary. Using visual aids, storybooks, and direct instruction, teachers help children name their feelings—like happy, sad, angry, or scared.

This vocabulary enables them to communicate their needs more effectively, which can prevent misunderstandings and conflicts. For example, a child who can say, 'I am feeling frustrated,' is more likely to seek help or take a break rather than lash out.

Problem-solving skills complement emotional vocabulary. Children learn to identify problems, brainstorm solutions, and choose appropriate responses. Activities such as role-playing scenarios and guided discussions reinforce these skills.

When children understand both their feelings and how to handle problems, they develop greater emotional competence and resilience.

Using calm-down techniques, the Turtle Technique, and relaxation activities

Calm-down techniques are proactive strategies that help children regulate their emotions and behaviors when they are upset or overwhelmed. One popular method is the Turtle Technique, which guides children through steps like slowing down their breathing, relaxing their muscles, and thinking calming thoughts.

Other relaxation activities include deep breathing exercises, guided imagery, or the use of breathing thermometers that visually show calm versus upset states.

Creating a calming corner or a quiet space in the classroom allows children to practice these techniques independently or with support. Regularly practicing relaxation strategies helps children internalize coping skills and reduces instances of meltdowns or aggressive behaviors.

Developing strong child-teacher relationships based on trust and understanding

Fundamental to effective social-emotional learning is the development of strong relationships between children and their teachers. Trusting relationships provide children with a sense of safety, encouraging openness and engagement.

Teachers who demonstrate genuine care, consistency, and understanding foster secure attachments. They listen actively, validate children’s feelings, and respond sensitively to their needs.

Such relationships motivate children to follow instructions, try new skills, and remain engaged even during challenging moments. A trusting bond also makes it easier to implement behavior strategies like prompting, reinforcement, and positive redirection.

In sum, building these strong relationships creates a supportive classroom environment where social-emotional development and behavioral growth flourish.

Below is a summary table illustrating different techniques and their purposes:

Technique	Purpose	Example
Positive redirection	Teach appropriate behavior by guiding children	Saying 'Use your walking feet' instead of 'Don’t run'
Emotional vocabulary teaching	Help children identify and express feelings	Using picture cards with feelings words
Calm-down techniques	Enable self-regulation during emotional upset	Breathing exercises, relaxing corners
Relationship building	Foster trust and security	Consistent, caring responses to children’s needs
Problem-solving education	Equip children to handle conflicts constructively	Role-playing, guided discussions

Implementing these strategies within a structured framework enhances children’s social-emotional abilities, reduces behavioral challenges, and supports a positive, nurturing learning environment.

Implementing the Pyramid Model and Using Classroom Supports

What strategies are recommended in the Pyramid Model?

The Pyramid Model emphasizes practical, positive approaches to foster young children's social and emotional development. Central to this framework are strategies like calm down techniques, which help children manage their emotions. The Turtle Technique is a popular method that encourages children to retreat into a shell—symbolically—when overwhelmed, helping them regain control.

Breathing strategies are also promoted to teach children how to regulate their physiological responses to stress. These routines often involve inhaling and exhaling slowly, promoting calmness. Relaxation thermometers serve as visual cues, helping children identify and self-regulate their emotional states.

Visual supports—including pictures, charts, and visual schedules—aid in clarifying expectations and routines, reducing uncertainty and frustration. Implementing these strategies enables children to develop the skills necessary for emotional control, problem-solving, and positive peer interactions.

What classroom supports can help in behavior management?

A well-supported classroom environment is vital for managing challenging behaviors effectively. Resources such as videos and scripted stories can illustrate desired behaviors and social skills, making expectations clearer for children.

Visual supports—like behavior charts, cue cards, and picture schedules—serve as visual reminders of routines and expectations, helping children anticipate what comes next and reducing anxiety.

Activity ideas centered on social-emotional learning can inspire engaging ways for children to practice self-regulation and cooperation. These supports collectively create a calm, predictable classroom atmosphere, promoting emotional regulation and positive development.

Creating such an environment involves designing a physical space that minimizes stimuli for overstimulation. Incorporating quiet zones or calm spaces provides children with areas to self-regulate when overwhelmed.

Implementing tools like relaxation aids, sensory fidgets, and breathing exercises further supports children in managing their emotional responses. Consistent use of these classroom supports not only helps address challenging behaviors but also fosters a nurturing, inclusive learning environment.

Fostering a Culture of Positive Behavior

Implementing positive prompting, reinforcement, and guidance strategies creates a structured, nurturing environment where students are motivated to exhibit positive behaviors. Consistent practice, personalization, collaboration with families, and ongoing evaluation are essential to maintaining progress and ensuring each child's social and emotional growth. By emphasizing relationship-building and proactive management, educators can significantly reduce challenging behaviors and support development across diverse classroom settings.

References

• Positive behavior strategies: A guide for teachers
• Positive Reinforcement Strategies for Reducing ...
• Page 1: Strategies to Address Challenging Behaviors
• Pre-Correcting and Prompting: An Evidence-Based ...
• Better Behavior Through Precorrection, Prompts, and ...
• Five strategies for reducing challenging behavior
• How to Use Prompts Effectively and Efficiently
• ABA Behavior Strategies | Positive Change Techniques
• Page 3: Precorrection - IRIS Center