# 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.**

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## About the Authors

### Glen Dunlap, Ph.D.
Research Professor, University of Nevada, Reno. Glen Dunlap 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 for over four decades.

### Rose Iovannone, Ph.D.
Assistant Professor, Florida Center for Inclusive Communities, University of South Florida. Dr. Iovannone directs the IES-funded development grant titled Students with Autism Accessing General Education (SAAGE) Model and has extensive experience in behavioral interventions.

### Donald Kincaid, Ed.D.
Co-Director and Professor, Florida Center for Inclusive Communities. Dr. Kincaid has coordinated systems-change efforts to support the implementation of evidence-based practices in schools and has a strong focus on positive behavior support approaches.

### Kelly Wilson, B.S.
Behavior Consultant, 4Abilities, LLC. Ms. Wilson has extensive experience with challenging behavior and has provided training and support in various educational settings.

### Kathy Christiansen, M.S.
Associate in Technical Assistance, Florida Center for Inclusive Communities. Ms. Christiansen has provided training and technical assistance to Florida school districts implementing multi-tiered systems of behavior support.

### Phillip S. Strain, Ph.D.
James C. Kennedy Endowed Chair in Urban Education, University of Denver. Dr. Strain has conducted significant research in early intervention and serves as a science advisor to major educational and psychological organizations.

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# Introduction to Prevent-Teach-Reinforce

The Prevent-Teach-Reinforce (PTR) model is designed to support students with challenging behavior. It offers a structured process aimed at students whose behavioral challenges have not been effectively addressed through standard classroom management systems. PTR is grounded in research and applies principles of positive behavior support (PBS) aligned with applied behavior analysis (ABA).

## The Five-Step Process of PTR

1. **Teaming and Goal Setting**: Establish a team that includes the student’s teacher, caregivers, and other relevant personnel to set consensus goals.
2. **Data Collection**: Design practical data collection strategies to gather information on the student’s behavior and progress.
3. **PTR Functional Behavioral Assessment**: Conduct an assessment that involves gathering information from all team members to understand the influencing factors of the behavior.
4. **PTR Intervention**: Create an individualized intervention plan based on the assessment results, including strategies for Prevent, Teach, and Reinforce.
5. **Progress Monitoring and Data-Based Decision Making**: Evaluate the effectiveness of the intervention and make necessary adjustments based on data.

## Summary: The PTR Approach

The PTR model is a comprehensive intervention that has been tested across diverse school settings. It is applicable for students from kindergarten through eighth grade and is supported by research demonstrating its efficacy in improving student behavior and academic performance. Careful implementation of all five steps of the PTR process is essential for achieving meaningful improvements in students' lives.