Developing and Implementing

Intensive Individualized
Interventions: Prevent-Teach-Reinforce for Young Children

Prevent-Teach-Reinforce for Young Children

NEW EDITION COMING SOON! A practical, reader-friendly guide that explores how to improve social-emotional development and prevent challenging behaviors of young children in preschool settings. bpub.fyi/PTR-YC

Today’s Session

⚫ Importance of understanding challenging behavior
⚫ Overview of PTR-YC: A model of individualized PBS
⚫ Using Prevent strategies

What is PTR-YC?

⚫ A model of individualized Positive Behavior Support designed for implementation in group settings (e.g., pre-K classrooms) serving young children.
⚫ A standardized model designed to enhance.

Who/What is it for?

⚫ Young children with the most severe (troublesome) challenging behaviors.
⚫ Behaviors that have proven resistant to evidence-based universal and secondary procedures.
⚫ To be used by classroom teams (including EC professionals) committed to helping children learn adaptive and appropriate social-emotional behaviors.

Intensive Intervention

Prevent-Teach-Reinforce for Young Children

(PTR-YC) by G. Dunlap, K. Wilson, P. Strain, & J.K. Lee

PTR-YC is part of the Pyramid Model

Family of Products

Individualized Positive Behavior Support: Principles

⚫ Challenging Behaviors (and desirable behaviors) are maintained by their consequences.
⚫ Challenging Behaviors occur in context.
⚫ Challenging Behaviors are “communicative” – Purpose of the communication is the FUNCTION.

Functions of Challenging Behaviors

⚫ To “Get” Something
⚫ To “Avoid” Something
⚫ An activity or a request or demand
⚫ Attention (to be left alone)
⚫ Discomfort of any kind
⚫ A toy, a snack, etc.

Objectives of Individualized PBS

⚫ To TEACH improved skills (communication) for child to use instead of challenging behaviors.
⚫ To PREVENT challenging behaviors by managing the antecedent context.
⚫ To REINFORCE desirable behavior, and to avoid reinforcement for challenging behavior.

Individualized Positive Behavior Support

⚫ Prevent-Teach-Reinforce for Young Children is a model of Individualized Positive Behavior Support.
⚫ Sometimes referred to as:
– “Assessment-based PBS”
– “Function-based PBS”

Some Features of PTR-YC

⚫ Research-based Practices
⚫ Team-driven decision-making
⚫ Manualized, with detailed steps for designing and implementing intervention plans
⚫ All Behavior Intervention Plans (BIPs) include at least 3 components:
– Prevent (antecedent manipulations)
– Teach (instruction on social-communication skills)
– Reinforce (consequences)

Process of PTR-YC

1. Teaming and Goal Setting
2. Practical Data Collection
3. Functional Behavioral Assessment (PTR-YC Assessment)

Step 1: Teaming & Goal Setting

⚫ Identify relevant team members, including families, caregivers.
⚫ Team meeting to discuss and identify goals.

Step 2: Practical Data Collection

⚫ Team identifies data to collect, using behavior rating scales.
⚫ Data collection needs to be efficient, valid, and reliable.

Step 3: Functional Behavioral Assessment

⚫ Indirect measure in a checklist format to identify antecedents and environmental influences.
⚫ Goal: gather as much relevant information as possible, develop hypothesis statement.

Step 4: Intervention

⚫ Menu of intervention options with complete descriptions; examples and considerations included.
⚫ 3 categories of interventions – Prevent, Teach, Reinforce.
⚫ Plans include at least 1 strategy from each category.

Step 5: Using Data for Data-based Decision Making & Next Steps

⚫ Progress monitoring.
⚫ If progress is satisfactory, keep going.
⚫ If progress is unsatisfactory, check fidelity and functional assessment.

Wrapping Up and Moving Forward

⚫ Meet periodically, consider adding behaviors to Behavior Intervention Plan, share with families and colleagues, celebrate successes.

Summary

⚫ Important to understand challenging behavior.
⚫ PTR-YC, a 5-step process, is a model of individualized Positive Behavior Support.