Evaluating the Effectiveness of Prevent-Teach-Reinforce for High School Students with Emotional and Behavioral Disorders

Autor/inn/en	Sullivan, Kaitlin; Crosland, Kimberly; Iovannone, Rose; Blair, Kwang-Sun; Singer, Leslie
Titel	Evaluating the Effectiveness of Prevent-Teach-Reinforce for High School Students with Emotional and Behavioral Disorders
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 1, S.3-16 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Blair, Kwang-Sun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720911157
Schlagwörter	Functional Behavioral Assessment; Student Behavior; Behavior Problems; Emotional Problems; High School Students; Prevention; Instruction; Reinforcement; Behavior Modification; Intervention; Program Effectiveness; Teamwork; Goal Orientation; Evaluation; Florida + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prävention; Vorbeugung; Teaching process; Unterrichtsprozess; Positive Verstärkung; Behaviour modification; Verhaltensänderung; Zielorientierung; Zielvorstellung; Evaluierung
Abstract	Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school settings. The current study evaluated the use of the prevent-teach-reinforce (PTR) FBA model for three high school students with EBD in self-contained settings. Results indicated that PTR was effective at reducing problem behaviors and increasing replacement behaviors for all three students. Teachers implemented the interventions with high levels of fidelity. Social validity scores obtained from both teachers and students indicated acceptability of the PTR process and outcomes. Limitations and areas for future research are suggested. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01