# 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 ## Contents - 1 Introduction to Prevent-Teach-Reinforce for Families (PTR-F) ... 1 - 2 How to Work with Families ... 17 - Appendix: Case Examples ... 23 - 3 Initiating the PTR-F Process ... 27 - Appendix: Case Examples ... 40 - 4 PTR-F Assessment (Functional Behavioral Assessment) ... 49 - Appendix: Case Examples ... 65 - 5 PTR-F Intervention ... 87 - Appendix: Case Examples ... 99 - 6 Coaching the Family to Implement Plans with Fidelity ... 109 - Appendix: Case Examples ... 125 - 7 Using Data and Next Steps ... 145 - Appendix: Case Examples ... 157 - References ... 163 - Intervention Guide ... 169 - Index ... 213 ## 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 is the author of more than 300 professional papers. **Janice K. Lee, M.Ed., BCBA** is a member of the research faculty at the University of Nevada, Reno. She has co-authored *Prevent-Teach-Reinforce for Young Children* and coordinates Nevada’s early childhood initiative on promoting social-emotional competence. **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 interests include evidence-based interventions for children with disabilities. **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, Florida, where he collaborates on research projects on positive behavior support. **Lise Fox, Ph.D.** is a professor in the Department of Child and Family Studies at the University of South Florida in Tampa, Florida, and the Co-Director of the Florida Center for Inclusive Communities. Dr. Fox engages in research, training, and technical assistance efforts related to evidence-based practices in early education. ## 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. An understanding of families is crucial to all steps of the PTR-F process, from assessment to planning to implementation. ### GUIDELINES FOR SUPPORTING FAMILIES THROUGH THE PTR-F PROCESS #### Establish and Maintain Collaborative Partnerships Families are central to the PTR-F process and have ownership of the behavior support plan. Research indicates that families can provide valid and reliable information for functional behavioral assessments. #### Remain Family Centered in All Aspects of the PTR-F Process Family-centeredness will be a primary focus in implementing PTR-F. Family-centered processes lead to valuable outcomes for families with typically developing children and can be a useful tool for all families. #### Ensure Contextual Fit of Behavior Support Plans Contextual fit refers to the match between the elements of the intervention and the values, needs, skills, and resources of those who are implementing the intervention. #### Use a Strength-Based Approach While the PTR-F assessment focuses on a child’s behavioral challenges, it must also capture the strengths of the child. Increased focus on strengths and successes builds morale. #### Recognize the Importance of Coaching and Support Coaching and support are vital aspects of effective, sustained behavior intervention. Coaching in the PTR-F process provides scaffolding to help families learn new skills outlined in a plan. #### Provide Support that Is Tailored to Both Family Needs and Preferences Family-centered positive behavior support acknowledges that parents can be experts regarding their child’s behavior. Communication should welcome dialogue and be free of jargon. ### UNIVERSAL PARENTING PRACTICES In promoting desirable social-emotional behaviors, families can adopt several universal strategies: 1. Provide high rates of positive attention and acknowledge occasions in which the child is behaving appropriately. 2. Establish and maintain regular and predictable daily routines. 3. Include consistent patterns of activities within those routines. 4. Clearly define behavioral expectations and the difference between desirable behavior and undesirable behavior. ### DESIGNING INDIVIDUALIZED INTERVENTION FOR CHALLENGING BEHAVIOR WITHIN THE FAMILY CONTEXT When a child exhibits challenging behaviors, the quality of life for both the child and the family can be affected. Families need to feel supported and empowered to play a key role in helping the child learn more socially appropriate skills. **SUMMARY** Families are the cornerstone of the PTR-F process. They have invaluable information to contribute, and when families feel valued, it becomes easy to include them in all steps of the PTR-F process.