Prevent-Teach-Reinforce Model: A Tier 3
Behavior Intervention Process
Rose Iovannone, Ph.D., [email protected]
Don Kincaid, Ed.D., [email protected]
The contents of this training were developed under grant H324P04003 from the Department of Education
AgendaAM
PTR Overview Step 1—Teaming Step 2—Goal Setting Step 3—PTR Assessment
PM Step 4a—PTR Intervention Plan Step 4b—Coaching/Fidelity Step 5—Evaluation Questions/Wrap-up Next Steps
ObjectivesParticipants will:
Describe the 5-step PTR Tier 3 support model Identify the critical components that enhance the
success of Tier 3 supportsApply the principles of the PTR process to a case
studyDetermine how the PTR process is applicable
within their setting
Tier 3 Function-Based Behavior Interventions in Schools
Current IssuesAbsence of uniform policies & practices Form versus a process Expert driven versus collaborative effortOccasionally contextual fit consideredLimited support/follow-up/training for teacher
providedTeachers may not be the personnel to facilitate FBAs
in schoolsIncreased focus on school psychologists (Scott & Kamps,
2007) and other school-based behavioral consultants or “coaches”
Prevent-teach-reinforce
The Model
What is Prevent-Teach-Reinforce (PTR)?
Research project funded by U.S. Department of Education, Institute of Education SciencesUniversity of South Florida
Three central Florida school districtsUniversity of Colorado, Denver
Two Colorado school districtsPurposes:
Answer the call for rigorous researchEvaluate effectiveness of PTR vs. “services as
usual” using randomized controlled trialEvaluate effectiveness of “standardized “ approach
Participants
200+ students—100 treatment, 100 comparison K-8th grade General and Special Education
All cognitive levels All disabilities
Teacher-nominated top externalizers Systematic Screening for Behavior Disorders (SSBD)
Behavioral difficulties Duration– minimum 6 months Frequency— minimum of 1 time per week Intensity– disruption to the learning environment
Prevent-Teach-Reinforce: PTRIntervention teams given manual and
assigned PTR consultantFive step process (aligned with problem
solving process): Teaming Goal Setting (Identification of Problem) Functional Assessment (Problem Analysis) Intervention (Intervention Implementation)
Coaching and fidelity Evaluation (Monitoring and Evaluation of RtI)
PTR Preliminary Outcomes
Student Demographics by Primary DisabilityDisability N Percent
Autism 25 9.8Developmental Delay 5 2.0Emotional Disturbance 38 14.9Mental Retardation 28 11.0Multiple Disabilities 4 1.6OHI (not ADD/ADHD) 1 .4OHI (ADD/ADHD) 8 3.1Specific Learning Disability 20 7.8Speech/Language Disability 10 3.9Visual Impairment 2 .8General Education 99 38.8TOTAL 245
Student DescriptionGrade Level
K12345678
N345353413016
783
%13.921.621.616.712.2
6.52.93.31.2
Lunch StatusRegularFree/Reduced
77150
31.461.2
GenderFemaleMale
45200
18.481.6
OutcomesStudent Outcomes:
Treatment and control group comparison resulted in significant differences (p < .001; moderate effect sizes (.44 to .55)
Intervention students:Social Skills Rating System (SSRS): Problem Behavior
scores decreased SSRS: Social Skills scores increasedAcademic Engaged Time scores increased
Randomized Controlled Trial Results
Cross-Over Treatment Results
Teacher Outcomes Fidelity
Majority of teachers achieved .80 Mean # coaching/training sessions = 3.5 Prevention higher than Teach and Reinforce
Social Validity Modified Teacher Acceptability Rating Form (TARF; Reimers & Wacker,
1988)—15 items 5-point Likert Scale 124 teachers Overall—4.16 (.52)
Willingness to carry out plan—4.80 (0.42) Like the procedures—4.46 (0.64)
Alliance Teachers rated PTR consultants highly (4.80 mean) Highest—trust, follow-through, collaborative
The PTR Process
Step 1: Teaming Teaming: A collaborative process
Members Person with knowledge of student (e.g., Classroom
teacher, instructional assistant, parent)Someone with expertise in functional assessment,
behavioral principles (PTR consultant, school-based consultant)
Someone with knowledge of context (e.g., administrator or designee)
Step 1: TeamingPurpose:
Evaluate strengths and weaknesses of team functioning
Outline roles and responsibilitiesDetermine a consensus-making process
Collaboration Activity (page 2 Activity Packet)
Step 1: TeamingForms for creating an effective cohesive team
Classroom Team Survey (pg. 18 book; pg. 2-3 blank)Teacher Work-Style Survey (pg. 19 book; pg. 4 blank)Paraeducator Work-Style Survey (pg. 20 book; pg. 5
blank)PTR Work-Style Comparison Sheet (used by
facilitator) (pg. 21 book; pg. 6 blank)Purposes: To identify potential issues enhancing
and impeding effective intervention implementation
Step 1: Teaming Facilitation Tips
Avoid direct confrontation or “fixing” issuesPurpose is for team to recognize potential issues
that enhance and inhibit problem solving processLess talk, more listening and facilitatingProvide visual summary of results to each team
memberAsk them to review the results and reflectAsk for their ideas, reactions, inputFacilitate the discussion
Step 1: Teaming Case Study
Mike9-year-old maleESE Classification: AutismPlacement: Self-contained, autism classroom with
6 students (wide age range) Nonverbal: Uses signs, Dynamite, pictures to
communicate Team: Teacher and two aides, PTR Consultant
TEAMING ACTIVITY: MIKE
ACTIVITY PACKET pages 3-5
Step 1: Teaming Activity Instructions
Get with a “team” Review the work-style survey responses (page
3) and the teaming survey (pages 4-5) from Mike’s team
Identify potential issues that may impact how the team functions
Discuss how you would facilitate a discussion with the team about the issues
Step 1: DiscussionWhat do you need in order to facilitate Step 1?How will you use this step?What forms will you be using?
Step 2-Goal SettingIdentify the problem
What Determines Success?
Analysis of outcomes of 800+ consultation cases involving elementary students
Problem identification = 43%Problem analysis & plan development = 31%Goal attainment occurred in 97% of cases in
which a plan was implemented“consultants successful in identifying problems
were almost invariably able to solve those problems”
Bergan & Tombari, 1976
Step 2: Goal SettingPurpose:
Identify behaviors of greatest concern to the team and possible replacement behaviors (teach)
Prioritize and operationalize behaviors targeted for intervention
Develop teacher friendly baseline data collection system
Targeted Areas:Problem behaviorsSocial skillsAcademic behaviors
Step 2: Goal Setting (pg. 7-9 blank forms; pg. 38 book)
Behavior Social Academic
Broad Goal Broad outcomes desired (what is the overall goal to be achieved in each
category)?
Short-Term Goal: Behavior to Decrease
Inappropriate behaviors preventing student from achieving long-term goals (current problem behaviors/deficits)
Short-Term Goal: Behavior to Increase
Skills to be taught to replace inappropriate behaviors (skills to replace problem behaviors that will achieve broad goal)
Case Study—Step 2: Goal Setting
Dec
reas
e
In
crea
se
Bro
ad
Mike will communicate his wants and needs appropriately
Mike will interact with peers appropriately
Mike will comply with non-preferred activities and requests
Mike will decrease screaming, hitting, and getting out of his seat
Mike will decrease hitting, screaming at, and bossing his peers
Mike will decrease screaming and hitting
Mike will ask for a break or for attention when needed
Mike will initiate peer interactions using his Dynamite
Mike will engage in non-preferred activities and communicate his frustration using his Dynamite or an appropriate tone
Behavior Social Academic
Step 2: Data Collection SystemBehavior Rating Scale – BRS (pg. 10 blank forms; pg. 39 book)Direct Behavior Rating (DBR)—Hybrid assessment combining features of systematic direct observations and rating scalesEfficient and feasible for teacher useProvides data for decisionsPrioritized and defined behaviors measuredRequires minimum of 1 appropriate and 1 inappropriate behavior
Step 2: Behavior Rating Scale (BRS)
Behavior recorded at least once each daySpecific time period/routineWhole dayCombination of both
Anchors –scale of 1-5Measure options:
FrequencyDuration IntensityPercentage of opportunities
BRS Guiding QuestionsIn which routine(s) will you be rating the behavior? What would be the easiest way to track the behavior?
How often it occurs?How long it lasts?How intense it is?
What is your estimate of the behavior happening on a typical day?Problem behavior = 4Appropriate behavior = 2
What would the behavior look like on a great day?Problem behavior = 1Appropriate behavior = 5
Case Study - Mike: Operational Definitions
Problem behaviors Screaming—loud, high pitched noise heard outside
the classroomHitting—anytime Mike touches peers or adults with
an open hand, fist, foot, or object while screaming or protesting
Replacement/Appropriate BehaviorsExpress frustration appropriately using Dynamite,
pictures, or signs to ask for a break or attentionTransition to non-preferred activities: Moving to
non-preferred activity and engaging with appropriate verbal expression
Case Study- Mike: Behavior Rating Scale Behavior
Screaming 9+ times7-8 times5-6 times3-4 times0-2 times
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Hitting 8+ times6-7 times4-5 times2-3 times0-1 times
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Expressing Frustration
40%+30-40%20-30%10-20%0-10%
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Transition to Non-preferred
Whimper or squealLouder than indoor voice
Outdoor play voiceLouder than outdoor play
Ear penetrating
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0
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BRS Psychometrics (Preliminary)
Kappa coefficients of:Problem Behavior 1 (N = 105) = .82Problem Behavior 2 (N = 90) = .77Appropriate Behavior 1 (N = 103) = .65Appropriate Behavior 2 = (N = 56) = .76
Iovannone, Greenbaum, Wei, Kincaid, & Dunlap (in review)
Other Uses of BRSSystemic data tracking method for Tier 3
Sample system created by:Cindy AndersonSchool district in Florida
Secondary Level Modifications
Teams with 3 or more members Select one team member who will be the primary
interventionist Behavior identification and BRS development will be
focused on that person’s situation Other team members provide input/support If desired, other team members can record BRS data in
their settings—rating descriptions can stay the same or minor modifications can be madeEach row of BRS can represent a different teacher OREach teacher can keep own BRS
Consultant/coach collects all BRS ratings at specified times
Step 2a Activity: Developing a
Behavior Rating Scale (BRS)
• Setting up a Behavior Rating Scale• One volunteer• Identify a behavior of concern• As a group, walk through the steps to
set up the scale
Step 2: BRS Group Activity
BRS Problem Behavior: Group Activity
Activity—Step 2bActivity Packet—Page 6
Step 2 Activity InstructionsWatch the video of ParisIdentify one problem behaviorWith your team, agree upon an operational
definition of the behaviorWrite it on the goal form, second row (decrease)What would you target as a replacement behavior?Clearly define the behavior and write it on the
third row (increase).
Activity (page 7 Activity Packet)
In your teams, identify one student you know with serious problem behaviors.
As a team, identify one behavior you would like decrease for this student
Define it in clear, measurable termsIdentify a behavior you would like to see
increase that may replace the problem behaviorDefine it in clear, measurable terms
Facilitation TipsHave team members submit the goal setting table as
homeworkHave a visual that summarizes all of the inputDo not reword input—wait until meeting to have team
provide clarification If step is conducted during problem solving meeting,
use group processes to ensure all team members participate Use post-it notes or index cards and provide several to
each team member Use 2 minute thinking time, have team members write
input on notes/cards Use round robin to get input from all
Step 2: DiscussionWhat do you need in order to facilitate Step 2?How will you implement this step?
Step 3: Functional behavior
assessmentAnalyze the Problem
Given 60 seconds, use 4 straight lines to connect all of the dots without lifting
your pen (Page 8 Activities)
Child
A box to think outside of:
Step 3: PTR Functional Assessment
PTR Assessment (FBA) (pp. 56-61 book; 9-13 activity; 12-16 blank forms)Checklist format
Prevent = antecedentsTeach = function, possible replacementsReinforce = consequences, possible reinforcers
One form completed for each problem behavior by each team member
Information leads to hypothesis
Step 3: Prevent Section (First 2 pages of Assessment)
Read the questionsBe prepared to discuss the questions in this
section
Step 3: Activity (pages 9-10 Activity packet)
Practice using this section with regard to a student you know.
Step 3: Teach SectionRead and discuss the questions in this section
Step 3: Activity (Pages 11-12 Activity Packet)
Practice using the Teach section with regard to a student you know.
Step 3: Reinforce SectionRead and discuss the questions in this section
Step 3: Activity (Page 13 Activity Packet)
Practice using the Reinforce section with regard to a student you know.
Step 3: PTR Assessment Table(pg. 18 blank forms, pg. 62 book)
Used by consultant to summarize all information from PTR Assessment
Responses organized and categorized Information requiring clarification listedDraft hypotheses developed“Cheat sheet” (page 17 blank forms; page 16
Activity Packet)
Learned Functions of Behaviors
GETObtain
Activities, people, tasks, tangibles, sensory, pain attenuation
GET OUT OFEscape/Avoid/Delay
Activities, people, tasks, tangibles, sensory, pain
Step 3: Case Study – MikeAssessment Summary Table of Problem
BehaviorPrevention Data Teach Data Reinforce Data
Non-preferred taskReading, Math
Other students upset/madTeacher attending to othersTransition
Preferred to non-preferredChange in schedule
Denied item, told no, or to fix something
Gain attentionPeers, adults
Delay
Access to items
RedirectedReprimandedCalm/soothe
Personal spaceLater must complete task
Loss of or delay in reinforcement
Scr
eam
ing,
Hitt
ing
Step 3: Case Study – MikeAssessment of Appropriate Behavior
Prevention Data Teach Data Reinforce Data
Independent workOne-on-one attentionSpecials
Peer interactionGetting attentionRaising handSharing attentionConversation skillsTaking turnsWaitingSelf-managementAsking for breakExpressing emotions
Treasure boxMovieAttentionHelping teacherGoing to media centerGoing outsideWalkFood
Pro
soci
al
Step 3: Developing the HypothesisWhen…. Student will…. As a result…
Inappropriate Behavior
Appropriate Behavior
Prevention data = antecedents or triggersTeach data = replacement behavior and possible functionReinforce data = function and reinforcers
Step 3: Case Study – Mike HypothesesWhen…. he will As a result…
Mike is asked to complete non-preferred tasks (Reading, Math), stop preferred activity or transition to non-preferred activity, fix an error, or when teacher is attending to other students
scream and hit Mike is able to gain attention and delay the transition/activity
Mike is asked to complete non-preferred task (Reading, Math), stop preferred activity or transition to non-preferred activity, fix an error, or when teacher attending to other students
express his frustrations appropriately
complete the assigned task
Mike is able to delay the transition/activity
Mike is able to gain attention
Inap
prop
riate
App
ropr
iate
Facilitation TipsTeam members complete for homeworkDuring meeting, use as an interviewDuring meeting, give each team member 15
minutes to complete. Give 15 minute break to allow time for facilitator/coach to synthesize information in Assessment Organization Table
Secondary: May want to change forced choice options to make appropriate for secondary environments
Step 3 Activity: ParisActivity Packet Pages 14-15
Step 3: Activity InstructionsReview the PTR Assessment Summary for Paris
(on page 14)Develop a problem behavior and appropriate
behavior hypothesis (use form on page 15)Feel free to use the cheat sheet (page 16)Be ready to share
Step 3: Activity (Page 17 Activity Packet)
Practice using the PTR Assessment Organization Table to organize your PTR Assessment information you completed on the child you know and develop a draft hypothesis.
Use the ‘cheat sheet’ on page 16 to assist.
Step 3: DiscussionWhat do you need in order to facilitate Step 3?How will you implement this step?
Step 4: PTR Behavior Intervention Plan
Implement Behavior Interventions
Step 4: Behavior Intervention PlanTeam selects interventions from each component
(P-T-R) (pg. 19 blank forms; pg. 102 book; page 20 blank forms secondary version)
Detailed behavior plan developed (template pp. 23-24 blank forms; pp. 104-105 book)
Consultant provides training and on-site assistance with plan implementation
Implementation fidelity evaluated
Step 4: Using the Intervention
ChecklistRecord each team member’s rank on the
checklist (pp. 21-22 blank forms; pg. 103 book) Develop a list of preferred interventions
Mean of ratings Interventions rank ordered #1Number of people selecting specific intervention*Be sure to make note of interventions ranked
highest/selected by teacher
Case Study: Tips on Linking Interventions to Hypothesis
Prior to selecting interventions, “guidelines” provided to participants Prevention strategies should:
Get Mike attention more oftenModifying non-preferred tasksChanging what happens when he makes a mistakeSignaling end of preferred activity
Teach strategies should address:How to get attention/assistanceHow to get break/delay appropriately
Reinforce strategies should:Give Mike attention/helpGive Mike break/delay
Step 4: Intervention Checklist Summary
Discuss interventions selected by the teamTeam gains consensus on the interventions to be
implementedPTR consultant ensures interventions:
Agree with hypothesisCan be done in the classroom
Step 4: Writing the Intervention Plan
Task analyze each step of the planNOT— “give student choices”YES— Prior to the start of independent reading, tell
the student “we have 2 worksheets today” (show worksheets). “Which worksheet would you like to do first?”
If teachers do not know how to do it, they will not implement the strategy.
Prevent Strategies
Specific Strategy steps
Environmental Support
A wait card will be placed on Mike’s desk to assist him in remembering to wait his turn.
1. Prior to group work, tell Mike, “Remember, when it is someone else’s turn, you sit quietly and wait,” while pointing to his card.2. If Mike calls out, point to his visual to remind him what to do. 3. Use a verbal prompt if the point prompt does not work.
Step 4: Case Study – Mike’s BIP
Prevent Strategies
Specific Strategy steps
Environmental Support
Mike’s visual schedule will be modified to detail the number of and type of activities he is to complete during non-preferred activities. For example, if math involves listening to a lesson, doing a hands-on activity, and completing a worksheet, his visual schedule will list each activity under math using either a picture of the type of activity or using numbers that correspond to a number on the worksheet.
1. Prior to the start of the activity, Mike should review the visual schedule.2. As Mike completes an activity, he should X off the activity.
Mike’s Intervention Plan
Mike’s Intervention Plan
Prevent Strategies
Specific Strategy steps
Curricular Modification
Mike will be given an easy, independent activity, such as a worksheet, to complete upon transitioning to a non-preferred activity or an activity that requires him to wait, such as group activities
Teach Strategies
Specific Strategy Steps
Replacement Behavior
Mike will be taught to use his voice output device to express his need to calm down.Steps:1.Mike’s device will be programmed to say “I need to calm down.”2.Prior to transitioning to a non-preferred activity or at the end of a preferred activity, say “If you start to get mad, you can choose to calm down.”3.As soon as Mike starts to get upset, prompt him to use his device (hierarchy—hand-over-hand, gesture, verbal).4.Once Mike communicates “I need to calm down”, present him with the choice board of calming strategies and ask him, “What do you want?”5.As soon as he is calm, praise him (e.g., “You made a good choice.”. 6.Allow Mike to engage in his choice until he is calm for 1-minute.7.If Mike does not want to leave his choice, then start becoming animated with students in the non-preferred activity.
Teach Strategies
Specific Strategy Steps
Self-Management
Mike will be taught to independently use his calming strategies.
1. A tracking sheet with smiley faces and sad faces will be given to Mike at the start of each day.2. Role-play with Mike about when he needs to make the choice to calm down.3. Practice completing the tracking sheet.4. Set and review the daily goal for using the calming strategies. 5. Prompt Mike to complete the tracking sheet if needed
Reinforce Strategies
Specific Strategy Steps
Replacement Behavior
Anytime Mike “says” “I need to calm down”, his choice board should be given.1.Praise Mike for communicating (“thank you for telling me what you need.”)2.Provide his choice board.3.Allow him to calm for 1 minute4.Praise him as soon as he is quiet5.Praise him for returning to the group
Self-Management
Anytime Mike scores his behavior, attention should be given.
1.When Mike marks his tracking sheet, praise him for doing so.2.At the end of the day, review the sheet with Mike.3.Talk about the sad faces.4.Provide his reward if his goal is met.
Waiting Mike will earn a skittle paired with attention if he waits. This will be faded to an intermittent schedule.
Reinforce Strategies
Specific Strategy Steps
Transition Mike will earn stars during Reading Centers if he transitions and completes his work without screaming.
1.A social story will be reviewed prior to Reading Centers to remind Mike that he can earn a star if he comes to centers and works.2.At the end of each reading center, an adult will review Mike’s behavior with him and ask him if he earned his stars. 3.Provide his stars if earned.4.During the teacher’s group, Mike can earn 2 stars: 1 for transitioning to the group and 1 for working during group.5.Allow Mike to participate in his chosen activity if he earned his stars.
Discuss PTR Intervention Plan
How is the PTR intervention plan and level of detail different from current BIPs?
How will the level of detail make a difference in implementation and effectiveness?
Step 4 Activity: Paris Intervention Plan
Activity Packet Page 18
Step 4 Paris: Activity Instructions
Look at your hypothesis developed for Paris.Identify one or two prevent, teach, and reinforce
strategies you might want to try with ParisOne for each component (prevent/teach/reinforce)For the Teach strategy, make certain one behavior
you are teaching is a replacement behavior.Develop the specific steps (task analysis) of the
TEACH replacement behavior intervention for Paris (page 18).
Step 4: Coaching Support-Teacher Training on BIP
Provide opportunity to practice the plan with the teacher (team) without the students present (30-90 minutes)
Role play, Q & A, DiscussEvaluate teacher accuracy on each step prior
to teacher implementing plan with studentCoaching Checklist used by PTR for
training evaluation (pp. 25-26 blank forms; pg. 106 book).
Case Study: Sample Coaching Checklist for Mike
Task Analysis of Intervention D
iscu
ss
Q &
A
Ver
bal
Rol
e-pl
ay
Obs
erve
Fe
edba
ck
Training
Review
PREVENT – Environmental Support 1. Mini schedule of group & center time available Yes No Yes No
2. Schedule reviewed prior to task Yes No Yes No
3. Schedule reviewed & items crossed off Yes No Yes No
TEACH – Replacement Behavior
1. Remind to use Dynamite prior to transition Yes No Yes No
2. Provided choice board and honored choice Yes No Yes No
REINFORCE –Replacement Behavior
1. Verbally or gesturally acknowledge ASAP Yes No Yes No
2. Allowed to cool off for 1-minute Yes No Yes No
TOTAL (# Yes/ # Total) Fidelity Score ( .00 – 1.00)
Step 4: In-Class Support
Provide support to teacher in implementationBe present on first day of
implementationDetermine when to debriefMeasure fidelityDiscuss and modify if necessary
Step 4: Intervention FidelityMeasure teacher implementation of plan (pg.
107 book)PTR—Two fidelity measures
Adherence—did they do it?What is the most important part of intervention to
be implemented to ensure intervention happens?Quality—did they do it correctly?
What are all the parts that need to be implemented completely and correctly?
Case Study: FidelityInterventions Adherence Quality
Environmental Support 1) Mini schedule of center & group available 2) Mini schedule reviewed prior to start of
centers 3) Items crossed off as completed
Mini schedule present
Mini schedule present & reviewed at least either prior to or after activities completed
Replacement Behavior—Functional 1) Reminded student to use DynaVox prior to
transition & when student engaged in warning signs
Teacher reminded student prior to transition
Teacher reminded student prior to at least 2 of 3 transitions & all behavior
Reinforce Replacement Behavior 1) Teacher immediately recognized student
for using DynaVox (within 15 s) 2) Choice board given 2) Choice honored 3) Allowed to calm down for at least 1-minute
Choice given and honored
Teacher immediately (within 15 seconds) recognized student and allowed student to calm down
Other Methods of Collecting Fidelity
Teacher Fidelity Self-Assessments
Daily Fidelity Self-Check (sample pg. 27 blank forms)Teacher has major steps of interventionProvides them with nonintrusive prompts
Weekly Fidelity Self-Check (pg. 29 blank forms)Aligned with Behavior Rating ScaleCan be used with Excel Spreadsheet
Activity 4b: Coaching/Fidelity
Pg. 19 Activity PacketDevelop a fidelity measure for the replacement
behavior intervention your team developed for Paris
Step 4: Facilitation Tips Secondary—modify menu of interventions to include those appropriate
for middle/high school Teams can select interventions for homework or can select during team
meeting Focus on one routine, class, subject for developing intervention If meeting time is limited, break up strategies:
One meeting, focus on full development of Prevent, next meeting develop Teach/Reinforce OR
First concentrate on Teach/Reinforce; next meeting develop Prevent.
Fidelity measurements can be done once or twice a week rather than daily
One form can be used for training and fidelity Use technology (video, Skype, Wiki, Facebook) to provide support to
teachers
Activity (page 24-25 Activity Packet)
Brainstorm ideas on possible prevent, teach, and reinforce interventions that would be appropriate for your student’s hypothesis
Begin to task analyze the interventions
Step 4: DiscussionWhat do you need in order to facilitate Step 4?How will you implement this step?
Step 5: EvaluationIs it working?
BRS and/or other data measuresIs it being implemented consistently and
accurately?Fidelity ratings
Are more data needed? Does the plan need to be modified or expanded?How can the team maintain the interventions?
Screaming
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Definition Changed
Step 5: Mike Evaluation
Hitting
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Step 5: Evaluation
Step 5: Evaluation Expression of Frustration
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Transition to Non-Preferred
BaselineIntervention
Step 5: Evaluation
Step 5: Evaluation Mike Outcome Data
Measure Baseline Post-test Change
SSRS-PB 123 112 -11
SSRS-SS 87 102 +15
AET .34 .57 +23
Social Validity (pp. 30-31 blank forms; pp. 120-121
book)Social validity—Acceptance and effectiveness of
interventionHighly correlated with intervention
implementation and maintenanceProvides data on functionality of intervention’Can be a pre-post measure
Teacher-Consultant Alliance (page 32 blank
forms)Provides data on relationship between facilitator
(e.g., school-based behavior consultant) and implementer of interventions (e.g., teacher)
Can be used as pre-post test measureProvides core behaviors valued in
consultant/teacher relationshipHigh correlation with teacher willingness to
implement interventions
Step 5 Activity Instructions
Review the graphs and outcome data for Paris (Pages 20-23 in activity packet)
As a team, what decisions would you make? Continue with interventionModify or change interventionGather more dataOther????
Justify your responses.
Step 5: Facilitation TipsWhen fading interventions, do so systematically.Consider Multi-tiered System of Supports (access to
Tiers 1 and 2)Make all decisions on data
ALWAYS review fidelity data ALWAYS review BRS data (or other child outcomes) Have decision rules (e.g.,3 consecutive data points at
or above goal line, fidelity score necessary to consider adequate implementation, etc.)
Remind team this is a dynamic process and behavior is never “fixed”.
Step 5: DiscussionWhat do you need in order to facilitate Step 5?How will you implement this step?How will you use the BRS or other evaluation
measures to make data-based decisions?
Review PTR ProcessFive-step team-based process Teacher/team drivenPrescriptive/manualized processSupport provided to teacher/team to implement
interventionsEvery intervention plan includes 3 components
Prevent Teach Reinforce
Plans are task analyzed
References Manual
Dunlap, G., Iovannone, R., English, C., Kincaid, D., Wilson, K., Christiansen, K., & Strain, P. (2010). Prevent-Teach-Reinforce: A school-based model of individualized positive behavior support. Baltimore:Paul H. Brookes
Journal articles Iovannone, R., Greenbaum, P., Wei, W., Kincaid, D., Dunlap, G., & Strain, P.
(2009). Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders,17, 213-225.
Dunlap, G., Iovannone, R., Wilson, K., Strain, P., & Kincaid, D. (2010). Prevent-Teach-Reinforce: A standardized model of school-based behavioral intervention. Journal of Positive Behavior Interventions, 12, 9-22
Iovannone, R., Greenbaum, P., Wei, W., Kincaid, D., & Dunlap, G. (in review). Reliability of the Individualized Behavior Rating Scale-Strategy for Teachers (IBRS-ST): A Progress Monitoring Tool. Manuscript submitted for publication.
Next steps: Facilitating schools to scale up Training key school staff and team members to do process
Questions?