Graduation Year
2016
Document Type
Thesis
Degree
M.A.
Degree Name
Master of Arts (M.A.)
Degree Granting Department
Child and Family Studies
Major Professor
Kimberly Crosland, Ph.D.
Committee Member
Kwang-Sun Cho Blair, Ph.D.
Committee Member
Rose Iovannone, Ph.D.
Keywords
Multi-Tiered System of Support, Functional Behavior Assessment, Behavior Intervention Planning, Emotional Behavioral Disorder
Abstract
Current research shows that school’s behavior intervention plans are lacking in key components, indicating a need for a standardized model of assessment that sustains teacher adherence, acceptance, and feasibility. Prevent-Teach-Reinforce (PTR) is a model that combines the principles of applied behavior analysis and positive behavior support to provide a standardized approach to conducting a functional assessment and creating a behavior plan. Studies have indicated that PTR is effective in improving student behavior and academic engagement. The current study evaluated the use of PTR for three high school students classified as emotional behavioral disorder (EBD). Results indicated that teacher-implemented functional assessment and intervention planning through the use of PTR was effective at creating substantial reductions in problem behaviors and improvements in replacement behaviors for all three students. In addition, teachers were able to implement the interventions with high levels of fidelity, and social validity scores obtained from both the teachers and students indicated that the acceptability of the PTR procedures and results was relatively high.
Scholar Commons Citation
Sullivan, Kaitlin Sullivan, "Evaluating Prevent-Teach-Reinforce (PTR) in a High School Setting" (2016). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/6407
