Prevent-Teach-Reinforce for Families

A Model of Individualized Positive Behavior

Support for Home and Community

by

Glen Dunlap, Ph.D.

University of Nevada, Reno

Phillip S. Strain, Ph.D.

University of Colorado, Denver

Janice K. Lee, M.Ed., BCBA

University of Nevada, Reno

Jaclyn D. Joseph, Ph.D., BCBA

University of Colorado, Denver

Christopher Vatland, Ph.D.

University of South Florida, Tampa

and

Lise Fox, Ph.D.

University of South Florida, Tampa

About the Authors

Glen Dunlap, Ph.D., is a research professor at the University of Nevada, Reno. Glen has worked for many decades as a researcher and teacher in the areas of positive behavior support, early intervention, autism and related disabilities, child protection, families, and family support. He has authored more than 240 articles, books, and book chapters.

Phillip S. Strain, Ph.D., is Professor of Educational Psychology and Director of the Positive Early Learning Experiences Center at the University of Colorado, Denver. Dr. Strain has authored more than 300 professional papers focusing on young children with autism, challenging behavior, and inclusion practices.

Janice K. Lee, M.Ed., BCBA, is a member of the research faculty at the University of Nevada, Reno. She has a master's degree in early childhood special education and is a Board-Certified Behavior Analyst.

Jaclyn (Jackie) D. Joseph, Ph.D., BCBA, is project coordinator for the randomized controlled trial of Prevent-Teach-Reinforce for Young Children at the University of Colorado, Denver. Her professional interests include evidence-based interventions for reducing challenging behaviors.

Christopher Vatland, Ph.D., is a research assistant professor in the Department of Child and Family Studies at the University of South Florida in Tampa.

Lise Fox, Ph.D., is a professor in the Department of Child and Family Studies at the University of South Florida in Tampa and Co-Director of the Florida Center for Inclusive Communities.

How to Work with Families

In Prevent-Teach-Reinforce for Families (PTR-F), the family should play a role in all aspects of the model for effective implementation. Family-centeredness is a guiding principle of the PTR-F process where the family unit is the primary implementer of the support plan. The goals, input, and unique characteristics of the family inform the PTR-F process and influence the interventions and supports provided for a child’s challenging behaviors. An understanding of families is crucial to all steps of the PTR-F process.

GUIDELINES FOR SUPPORTING FAMILIES THROUGH THE PTR-F PROCESS

1. Establish and Maintain Collaborative Partnerships
   Families are central to the PTR-F process. A professional facilitator should convey to the family that they are central members of the team and their perspectives are valid and appreciated.

2. Remain Family Centered in All Aspects of the PTR-F Process
   Family-centeredness uses systematic procedures to bring together those important to the family to work as a team, setting a vision and goals based on the family’s values.

3. Ensure Contextual Fit of Behavior Support Plans
   Contextual fit refers to the alignment between the intervention and the family’s values, needs, and resources.

4. Use a Strength-Based Approach
   Support plans should capture the strengths of the child, providing a foundation for future successes and acknowledging families' strengths and successes.

5. Recognize the Importance of Coaching and Support
   Coaching is a core element of the PTR-F process that provides scaffolding to help families learn new skills and ensures the fit of interventions with the family’s needs.

6. Provide Support Tailored to Family Needs and Preferences
   Parents are experts regarding their child’s behavior; hence, collaborative planning processes help families resonate with the support plans developed.

UNIVERSAL PARENTING PRACTICES

1. Provide High Rates of Positive Attention
   Families should spend more time interacting with their child when behaving well and provide frequent positive feedback.

2. Establish and Maintain a Predictable Daily Schedule
   Regular routines help children anticipate activities, which prevents problems.

3. Develop Consistent Routines within Daily Schedules
   Regularly occurring activities enhance predictability and contribute to preventing challenging behavior.

4. Clearly Define Behavioral Expectations
   Explicitly teach children the behavior expectations for each routine to help them learn appropriate behaviors.

DESIGNING INDIVIDUALIZED INTERVENTION FOR CHALLENGING BEHAVIOR

Challenging behavior affects home dynamics and requires consideration of family needs in designing individualized behavior support. Families are invaluable resources in providing insights into the situations contributing to a child’s challenging behaviors.