Graduation Year

2025

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

Kimberly Crosland, Ph.D., BCBA-D

Committee Member

Brianna Laureano, Ph.D., BCBA-D

Keywords

emotional and behavioral disorders, function-based intervention, school-based interventions, tier 3 intervention

Abstract

Students with emotional and behavioral disorders (EBD) may encounter a wide range of challenges in academic settings. Despite several initiatives aiming to address these challenges in the school setting, research indicates that school-based professionals are still struggling to adequately support this population, using the individualized functional behavior assessment and behavior intervention plan (FBA-BIP) process. The Prevent-Teach-Reinforce (PTR) model utilizes a manualized, team-based approach to streamline the individualized FBA-BIP process. However, more research is needed to assess the effectiveness of the PTR model to better support middle school students with EBD, particularly, in the areas of generalization and maintenance effects. This study evaluated the impact of the PTR secondary model (PTR-SEC) on improving classroom behaviors of 3 middle school students with EBD during academic activities. The effects of the PTR secondary model (PTR-SEC) were evaluated using a concurrent multiple baseline design across participants. The results showed that the PTR-SEC effectively decreased problem behavior and increased replacement behavior for all 3 participating students, and these improvements generalized to non-target behaviors and maintained post-intervention.

Download

Share

COinS