|Prevent-Teach-Reinforce: A Function-Based Approach to Addressing Challenging Behavior in the Classroom Setting
|Saturday, May 27, 2023
|11:00 AM–12:50 PM
|Convention Center 403/404
|Area: EDC; Domain: Applied Research
|Chair: Danielle Ann Russo (University of South Florida )
|Discussant: Rose Iovannone (University of South Florida/College of Behavioral and Community Sciences)
|CE Instructor: Danielle Ann Russo, M.S.
|Abstract: Prevent-Teach-Reinforce is a school-based manualized approach to function-based assessment and intervention that utilizes a collaborative multi-step process to teaming, goal setting, assessment, intervention development, and progress monitoring. This symposium consists of four presentations that examined the impact of the Prevent-Teach-Reinforce on student behavioral outcomes within the school setting. The first study was a meta-analytic review that synthesized research utilizing the Prevent-Teach-Reinforce manualized model for individuals with disabilities to decrease challenging behavior and increase appropriate behavior. The second study evaluated the effects of a Prevent-Teach-Reinforce intervention package to decrease off-task behavior and increase on-task behavior exhibited by a 6-year-old boy in a first grade classroom. The third study evaluated the use of the Prevent-Teach-Reinforce model to decrease problem behavior exhibited by a neurotypical student in a general education classroom. The fourth study evaluated the use of Prevent-Teach-Reinforce for a 16-year-old high school student served in an alternative education setting.
|Instruction Level: Basic
|Keyword(s): functional assessment, individualized support, school-based intervention
|Target Audience: School-based Board Certified Behavior Analysts, Teachers, School Psychologists, School Personnels
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the steps of the Prevent-Teach-Reinforce model to decrease challenging behavior and increase appropriate behavior, (2) identify collaborative components of the Prevent-Teach-Reinforce process that enhance the contextual fit of procedures and maximize intervention outcomes, and (3) describe the differences between the manualized Prevent-teach-Reinforce approach and the typical FBA/BIP approach used within school settings.
|Evaluation of the Prevent-Teach-Reinforce Model of Individualized Positive Behavior Support: A Meta-Analysis
|DANIELLE ANN RUSSO (University of South Florida ), Madeline Rose Risse (University of South Florida), Kwang-Sun Cho Blair (University of South Florida)
|Abstract: The purpose of this meta-analysis was to synthesize the existing literature and examine the overall effectiveness of the Prevent-Teach-Reinforce manualized model on challenging behavior and appropriate behavior for children requiring individualized function-based intervention. In all, 15 single-case research design studies representing 41 participants were identified and systematically reviewed to: (a) determine the overall effect of PTR on challenging behavior and appropriate behavior, (b) determine whether study and participant level characteristics moderated student outcomes, and (c) identify the methodological quality of studies based on the What Works Clearinghouse single-case design standards. Overall, the results indicate that PTR had moderate to large effects on both challenging behavior and appropriate behavior, with slightly greater outcomes for challenging behavior. The PTR process was most often conducted within the school setting and facilitated by a researcher. Moderator analysis findings indicate no significant differences between study characteristics on student outcomes. Implications for research, practice, and limitations are described.
|Using the Prevent-Teach-Reinforce Model to Increase On-Task Behavior in an Elementary Classroom
|MADELINE ROSE RISSE (University of South Florida)
|Abstract: Students who engage in persistent problem behaviors in school settings can be especially challenging for teachers to manage while maintaining instructional control, leading to negative student and teacher outcomes (Buchanan et al., 2016). Typical school-based models for behavioral intervention in schools are expert-driven (Scott et al., 2005). While these models often produce behavior plans with greater technical adequacy, they also often fail to emphasize collaboration and therefore lack contextual fit, leading to lower levels of implementation fidelity (Benazzi et al., 2006). Prevent- Teach- Reinforce (PTR) is a standardized intervention model that uses a manualized approach for the development of collaborative and function-based intervention plans (Dunlap et al., 2010). The purpose of the current study was to evaluate the effectiveness of a PTR intervention package to decrease off-task behavior and increase on-task behavior exhibited by a 6-year-old boy with ADHD in a first-grade classroom. The intervention package resulted in a reduction in off-task behavior, increase in on-task behavior, and teacher-reported improvements in academic performance. Furthermore, the teacher reported high levels of satisfaction with both the PTR intervention package and the PTR process. The results of the current investigation are consistent with previous findings indicating that collaborative models for intervention development, such as PTR, may improve contextual fit and social validity of intervention procedures in school-based settings.
|Using the Prevent-Teach-Reinforce School-Based Model to Increase Appropriate Behavior
|CHRISTINE COLON (University of South Florida), Peyton Stipes (University of South Florida), Kimberly Crosland (University of South Florida)
|Abstract: The use of a collaborative, team-based approach when conducting functional behavior assessments (FBA) and creating behavior intervention plans (BIP) has been shown to produce the highest level of technical adequacy and contextual fit in the school systems (Benazzi et al., 2006). Using the manualized intervention model known as Prevent-Teach-Reinforce (PTR), the standardized process allows school-based personnel and behavioral experts to work together to select interventions from a menu of options that best fit an individual student’s preferences, needs, goals and function of behavior (Dunlap et al., 2010). The purpose of this case study was to evaluate the use of the PTR model to decrease problem behavior exhibited by a neurotypical student in a general education classroom, while simultaneously increasing replacement behaviors.
Using Prevent-Teach-Reinforce for a High School Student With Emotional and Behavioral Disorder
|LAURA DEZAYAS (University of South Florida), Alexis Lopez (University of South Florida ), Kwang-Sun Cho Blair (University of South Florida)
In the school setting school-based professionals have difficulty using function-based approaches to support students engaging in consistent problem behaviors, specifically in students with emotional and behavioral disorder (EBD). This study evaluated the use of the Prevent-Teach-Reinforce (PTR), an individualized function-based intervention model for a 16-year-old high school student with EBD who was served in an alternative education setting. Through a team-based planning process that included the student and his classroom teacher, a function-based PTR intervention plan was implemented to address the student’s disruptive behavior and teach replacement behaviors of academic engagement and asking for help. An A-B design was used to demonstrate the impact of using the PTR model on the student’s behaviors. The results showed that after the PTR intervention was implemented, the student’s disruptive behavior decreased and replacement behaviors increased. The immediacy of the intervention suggest that the PTR can be implemented in an alternative school setting for students with EBD displaying persistent severe problem, with the involvement of the student.