Implementation of the Prevent-Teach-Reinforce Model for Elementary School Students Needing Intensive Behavior Intervention
This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model for elementary school students who engage in high levels of challenging behavior. Three students (one with speech or language impairment and two without disabilities) and their classroom teachers in two p...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-01-01
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| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/14/2/93 |
| _version_ | 1797298903571234816 |
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| author | Sofia Ford Kwang-Sun Cho Blair Rose Iovannone Daniel Kwak |
| author_facet | Sofia Ford Kwang-Sun Cho Blair Rose Iovannone Daniel Kwak |
| author_sort | Sofia Ford |
| collection | DOAJ |
| description | This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model for elementary school students who engage in high levels of challenging behavior. Three students (one with speech or language impairment and two without disabilities) and their classroom teachers in two public schools participated in the team-based PTR process, which involved teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple-baseline-across-participants design was used to evaluate the impact of PTR on student behaviors. Direct and indirect observations of student behaviors were conducted across target and generalization academic time periods. The findings indicated that the PTR intervention effectively improved the classroom behaviors of all three participating students in both target and generalization academic time periods, decreasing disruptive behavior and increasing on-task behavior. Social validity assessments with the participating teachers and one student indicated high levels of acceptability of and satisfaction with the PTR intervention goals, procedures, and outcomes. |
| first_indexed | 2024-03-07T22:42:49Z |
| format | Article |
| id | doaj.art-9ca435291a204409b094a6904080edc7 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-07T22:42:49Z |
| publishDate | 2024-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-9ca435291a204409b094a6904080edc72024-02-23T15:07:40ZengMDPI AGBehavioral Sciences2076-328X2024-01-011429310.3390/bs14020093Implementation of the Prevent-Teach-Reinforce Model for Elementary School Students Needing Intensive Behavior InterventionSofia Ford0Kwang-Sun Cho Blair1Rose Iovannone2Daniel Kwak3Key Autism Services, Atlanta, GA 30303, USADepartment of Child and Family Studies, University of South Florida, Tampa, FL 33612, USADepartment of Child and Family Studies, University of South Florida, Tampa, FL 33612, USAKennedy Krieger Institute, Johns Hopkins University School of Medicine, Baltimore, MD 21205, USAThis study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model for elementary school students who engage in high levels of challenging behavior. Three students (one with speech or language impairment and two without disabilities) and their classroom teachers in two public schools participated in the team-based PTR process, which involved teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple-baseline-across-participants design was used to evaluate the impact of PTR on student behaviors. Direct and indirect observations of student behaviors were conducted across target and generalization academic time periods. The findings indicated that the PTR intervention effectively improved the classroom behaviors of all three participating students in both target and generalization academic time periods, decreasing disruptive behavior and increasing on-task behavior. Social validity assessments with the participating teachers and one student indicated high levels of acceptability of and satisfaction with the PTR intervention goals, procedures, and outcomes.https://www.mdpi.com/2076-328X/14/2/93functional behavior assessmentindividualized interventionprevent-teach-reinforcemanualized intervention |
| spellingShingle | Sofia Ford Kwang-Sun Cho Blair Rose Iovannone Daniel Kwak Implementation of the Prevent-Teach-Reinforce Model for Elementary School Students Needing Intensive Behavior Intervention Behavioral Sciences functional behavior assessment individualized intervention prevent-teach-reinforce manualized intervention |
| title | Implementation of the Prevent-Teach-Reinforce Model for Elementary School Students Needing Intensive Behavior Intervention |
| title_full | Implementation of the Prevent-Teach-Reinforce Model for Elementary School Students Needing Intensive Behavior Intervention |
| title_fullStr | Implementation of the Prevent-Teach-Reinforce Model for Elementary School Students Needing Intensive Behavior Intervention |
| title_full_unstemmed | Implementation of the Prevent-Teach-Reinforce Model for Elementary School Students Needing Intensive Behavior Intervention |
| title_short | Implementation of the Prevent-Teach-Reinforce Model for Elementary School Students Needing Intensive Behavior Intervention |
| title_sort | implementation of the prevent teach reinforce model for elementary school students needing intensive behavior intervention |
| topic | functional behavior assessment individualized intervention prevent-teach-reinforce manualized intervention |
| url | https://www.mdpi.com/2076-328X/14/2/93 |
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