Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Kwang-Sun Cho Blair, Ph.D., BCBA-D
Rose Iovannone, Ph.D., BCBA-D
SKimberly Crosland, Ph.D., BCBA-D
function-based, school-based, teacher implementation, manualized intervention
In the school setting school-based professionals have difficulty using function-based approaches to support students engaging in consistent problem behaviors, specifically in students with emotional and behavioral disorder (EBD). This study evaluated the use of the Prevent-Teach-Reinforce (PTR), an individualized function-based intervention model for a 16-year-old high school student with EBD who was served in an alternative education setting. Through a team-based planning process that included the student and his classroom teacher, a function-based PTR intervention plan was implemented to address the student’s disruptive behavior and teach replacement behaviors of academic engagement and asking for help. An A-B design was used to demonstrate the impact of using the PTR model on the student’s behaviors. The results showed that after the PTR intervention was implemented, the student’s disruptive behavior decreased and replacement behaviors increased. The immediacy of the intervention suggest that the PTR can be implemented in an alternative school setting for students with EBD displaying persistent severe problem, with the involvement of the student.
Scholar Commons Citation
Lopez, Alexis, "Using Prevent-Teach-Reinforce for a High School Student with Emotional and Behavioral Disorder: A Case Study" (2022). USF Tampa Graduate Theses and Dissertations.