Prevent-Teach-Reinforce

The School-Based Model of Individualized Positive Behavior Support

Second Edition

by Glen Dunlap, Ph.D. Rose Iovannone, Ph.D. Donald Kincaid, Ed.D. Kelly Wilson, B.S. in PSY Kathy Christiansen, M.S. and Phillip S. Strain, Ph.D.

Table of Contents

• About the Downloadable Materials
• About the Authors
• Foreword Tim P. Knoster
• Acknowledgments

Chapter 1 Introduction to Prevent-Teach-Reinforce

Chapter 2 Teaming and Goal Setting

Appendix 2.1 PTR Goal Setting: Team Form

About the Authors

Glen Dunlap, Ph.D., Research Professor, University of Nevada, Reno
Dr. Dunlap is a research professor at the University of Nevada, Reno. Over the past four decades, he has worked on research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, autism spectrum disorder (ASD) and other developmental disabilities, and family support.

Rose Iovannone, Ph.D., Assistant Professor, Florida Center for Inclusive Communities
Dr. Iovannone is the director of the University of South Florida-Interdisciplinary Center for Evaluation and Intervention (ICEI) and has extensive experience working with individuals with ASD and emotional disabilities.

Donald Kincaid, Ed.D., Co-Director and Professor, Florida Center for Inclusive Communities
Dr. Kincaid is the director of the Florida Positive Behavioral Interventions and Support Project and has extensive experience applying positive behavior support approaches.

Kelly Wilson, B.S. in PSY, Behavior Consultant, 4Abilities, LLC
Ms. Wilson provides training and support in communities with a focus on children with ASD and challenging behaviors.

Kathy Christiansen, M.S., Associate in Technical Assistance, Florida Center for Inclusive Communities
Ms. Christiansen provides training and technical assistance to Florida school districts on behavior and academic supports.

Phillip S. Strain, Ph.D., James C. Kennedy Endowed Chair in Urban Education, University of Denver
Dr. Strain is the author of numerous scientific papers focusing on early intervention for children with challenges。

Foreword

We find ourselves today in an exciting era of expansion and application of positive behavior support across home, school, and community contexts. This growth is related to the growing body of knowledge about effective practice in supporting students with behavioral challenges. The evolution of positive behavior support has also presented challenges, particularly in translating research on behavioral wellness into daily practice.

The Prevent-Teach-Reinforce (PTR) process serves to translate overwhelming concepts into user-friendly practices that enhance support for students unable to respond adequately to universal prevention efforts.

Introduction to Prevent-Teach-Reinforce

This book describes the Prevent-Teach-Reinforce (PTR) model, a systematic process for supporting students with challenging behavior, especially those whose challenges have not been resolved by standard classroom management. PTR is applicable for students experiencing significant barriers to learning and promotes alignment with principles of applied behavior analysis (ABA).

The PTR process includes five main steps: 1) Teaming and Goal Setting, 2) Data Collection, 3) PTR Functional Behavioral Assessment, 4) PTR Intervention, and 5) Progress Monitoring and Data-Based Decision Making. This structured approach ensures that interventions cater to both individual student needs and broader educational frameworks.

The Five-Step Process of PTR

1. Teaming and Goal Setting: Form a dedicated team to outline goals for the intervention focusing on the student's well-being.
2. Data Collection: Develop straightforward strategies to evaluate behavior and monitor progress.
3. PTR Functional Behavioral Assessment: Conduct assessments focusing on preventing problematic behavior and reinforcing desired behavior.
4. PTR Intervention: Create individualized intervention plans based on assessment results.
5. Progress Monitoring and Data-Based Decision Making: Continuously evaluate behavior and make necessary adjustments to interventions.

Effective Implementation of PTR

Successful implementation of the PTR model involves various factors, including having a qualified facilitator, team commitment, high fidelity of implementation, and family involvement. Ensuring adherence to these aspects can significantly influence the positive outcomes of the intervention.

Limitations and Accommodations

The PTR model may not be effective in all situations, particularly when behavioral issues are rooted in medical or physiological conditions or severely disrupted home environments. In such cases, additional resources and interventions may be necessary.

Summary: The PTR Approach

The Prevent-Teach-Reinforce model is structured for use in educational contexts and can lead to substantial behavior improvements for students. By following the five steps carefully, educators can effectively enhance student behavior and support positive outcomes.