Evaluating the Prevent-Teach-Reinforce (PTR) model in general education settings

Abstract

Students in general education classrooms are increasingly being identified as being in need of individualized behavior supports. Thus, this study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of typically developing students with behavioral challenges in a high-need elementary school setting. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed in conjunction with the PTR model as a feasible daily progress monitoring tool. A multiple baseline across participants was employed with three first grade students to evaluate the impact of implementation of the model on the students’ behaviors. The results of the study indicated that the PTR model was effective in reducing problem behaviors and increasing the use of replacement behaviors for all three participants. In addition, the IBRST completed by the teachers was found to have a substantial correlation to data collected during direct observations.