Journal of Behavior Analysis and Support

Article

An Evaluation of the Prevent-Teach-Reinforce (PTR) Model in a Community Preschool Classroom

Author
Laura L. Kulikowski, Kwang-sun Cho Blair, Rose Iovannone, Kimberly Crosland
Information
pp. 1~22 / 2015 Vol.2 No.1
e-ISSN2733-8495
p-ISSN2383-5435
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Abstract

This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model, an individualized behavior intervention process, with two teachers and two 4-year-old children in a community preschool classroom. A multiple baseline design across routines was employed to assess teachers’ implementation of the PTR intervention and changes in child behavior. Additional measures associated with the PTR process and outcomes, such as procedural integrity and social validity, were obtained. The results suggest that the team of teachers implemented the PTR intervention with fidelity, which resulted in the target child’s decreased problem behavior and increased engagement in routines or activities. In addition, there was some evidence that the teachers generalized the PTR intervention to a non-target child. The PTR intervention was evaluated as feasible and acceptable by the teachers, and the children’s behavioral outcomes and teachers’ use of the intervention strategies were evaluated as acceptable by naïve observers.

Keywords

Prevent-Teach-Reinforce PTR problem behavior positive behavior support function-based intervention

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