Graduation Year

2024

Document Type

Thesis

Degree

M.S.

Degree Name

Master of Science (M.S.)

Degree Granting Department

Child and Family Studies

Major Professor

Kwang-Sun Cho Blair, Ph.D., BCBA-D

Committee Member

Rose Iovannone, Ph.D., BCBA-D

Committee Member

Meka McCammon, Ph.D., BCBA-D

Keywords

emotional and behavior disorders, function-based intervention, school-based intervention, tier 3 intervention

Abstract

Prevent-Teach-Reinforce (PTR) is a manualized, team-based, function-based intervention model designed to prevent problem behavior from occurring (prevent), teach functional replacement behaviors or skills (teach), and promote the replacement and other desired behaviors (reinforce). The current study extends the literature on the PTR intervention model by further evaluating the PTR model for middle school students in a public middle school setting. In particular, the PTR Secondary (PTR-SEC) model was evaluated with three students with emotional and behavioral disorders (EBD) and other disabilities, involving their classroom teachers. A multiple baseline design across participants was used to evaluate the behavioral outcomes of the students as they participated in the four steps of teaming and goal setting, assessment, intervention, and evaluation. Results showed that PTR-SEC was effective in improving all three students' behaviors, decreasing target problem behaviors and increasing replacement behaviors. The correspondence between the direct observation data collected by the research team and the Individualized Behavior Rating Scale Tool (IBRST) data collected by the teachers was relatively high for all students, indicating the high usability and feasibility of the IBRST by classroom teachers. A strength of this study was the high social validity scores from teachers, reflecting their approval of the PTR-SEC intervention and confidence in its effectiveness in improving behavior.

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