Master of Science (M.S.)
Degree Granting Department
Kwang-Sun Cho Blair, Ph.D., BCBA-D
Rose Iovannone, Ph.D., BCBA-D
Kimberly Crosland, Ph.D., BCBA-D
Collaboration, Functional Behavior Assessment, School-based intervention, Tier 3 interventions, Training
This study evaluated the process and outcomes of the Prevent-Teach-Reinforce (PTR) model implementation with school professionals’ facilitation for elementary school students with problem behavior. Two school professionals (behavior specialist and student support staff) were trained through a 2-phase coaching process to facilitate the PTR implementation: co-facilitation and independent facilitation. Four elementary school classroom teachers and four students with challenging behavior participated in this study spanning across two schools. Following coaching, school professionals independently facilitated the PTR process with fidelity which led to desired changes in student behavior. Results indicate that a multi-step coaching process is effective in training school professionals to implement PTR independently with fidelity, although some limitations exist. School professionals effectively produced desired behavioral outcomes for students in school even when the PTR process was implemented independently. School professionals, teachers, and students found the PTR process, interventions, and coaching to be effective and favorable.
Scholar Commons Citation
Ayres, Rachel, "School Professional Coaching on Facilitation of Prevent-Teach-Reinforce (PTR) Model for Students with Persistent Problem Behavior" (2021). Graduate Theses and Dissertations.