Prevent-Teach-Reinforce for Young Children

The Early Childhood Model of Individualized Positive Behavior Support

by

Glen Dunlap, Ph.D.
University of South Florida, University of Nevada, Reno

Kelly Wilson
Bal Swan Children’s Center and Colorado Department of Education

Phillip Strain, Ph.D.
University of Colorado Denver

Janice K. Lee, M.Ed.
University of Nevada, Reno

Contents

1. Introduction to PTR-YC ... 1
2. Families ... 17
3. Getting Ready: Teaming and Goal Setting ... 25
4. Data Collection ... 43
5. PTR-YC Assessment (Functional Behavioral Assessment) ... 59
6. PTR-YC Intervention ... 103
7. Using Data and Next Steps ... 133

About the Authors

Glen Dunlap, Ph.D., is a research professor at the University of South Florida in Tampa and the University of Nevada, Reno, where he works on research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities, and family support.

Kelly Wilson, B.S., works on projects that utilize the principles of implementation science to directly support systems change and implementation of evidence-based practices.

Phillip Strain, Ph.D., is Professor of Educational Psychology and Director of the Positive Early Learning Experiences Center in the School of Education and Human Development at the University of Colorado Denver.

Janice K. Lee, M.Ed., is a member of the research faculty at the University of Nevada, Reno, coordinating a statewide initiative for Pyramid Model implementation.

Introduction to PTR-YC

This book describes a model for resolving serious challenging behaviors of toddlers and preschool-age children: Prevent-Teach-Reinforce for Young Children (PTR-YC). The first goal is to provide a complete description of the model and the second goal is to develop a user’s manual for implementing the model. PTR-YC is a research-based strategy aimed at reducing challenging behaviors of young children. Challenging behaviors can include excessive crying, tantrums, hitting, and noncompliance. This model is intended for children from 30 months old to kindergarten entry, including those with developmental disabilities.

Guiding Beliefs and Principles

• Healthy Social Development as an Essential Foundation: Early care and education programs must emphasize the development of social interaction skills and emotional responses.
• Inclusion: Children with developmental delays should have opportunities to interact with peers, as inclusive programs have been found beneficial for all children.
• Prevention: Efforts should prioritize preventing social and emotional distress rather than mitigating them after they occur.
• Comprehensiveness: Child and family functioning should be incorporated into service design and implementation.
• Family Centeredness: Family needs and goals must shape recommendations and support efforts.

Understanding Challenging Behavior

Challenging behaviors can serve communicative purposes and are maintained by their consequences. They occur predictably in specific contexts, and understanding the child's environment is vital for effective interventions.

The Process of PTR-YC

• Step 1: Teaming and Goal Setting: Establishing a team and defining initial goals is crucial for successful intervention.
• Step 2: Data Collection: A practical system for measuring behavior must be developed prior to intervention.
• Step 3: PTR-YC Assessment: Understanding environmental influences on behavior is key for developing effective intervention plans.
• Step 4: PTR-YC Intervention: Teams develop a tailored intervention plan based on the assessment.
• Step 5: Using Data and Next Steps: Continuous monitoring of progress ensures the effectiveness of the intervention.

This model can be beneficial for addressing a variety of behaviors and emphasizes high-quality environments, commitment to success, and family involvement in every step of the process. By adhering to these strategies and principles, early childhood educators can significantly improve the social-emotional development of young children.