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| Prevent-Teach-Reinforce (PTR): A Protocol for Tertiary Level Supports that are Manageable and Effective in Classrooms. |
| Friday, May 23, 2008 |
| 10:00 AM–5:00 PM |
| Stevens 4 |
| Area: EDC; Domain: Applied Research |
| CE Instructor: Patricia Oliver, M.S. |
| PATRICIA OLIVER (University of Colorado at Denver), PHILLIP S. STRAIN (University of Colorado at Denver and Health Sciences Center), KELLY WILSON (University of Colorado at Denver and Health Sciences Center), ROSE IOVANNONE (University of South Florida/Florida Mental Health), CARIE L. ENGLISH (University of South Florida) |
| Description: The demand for supporting children with significant behavior problems in classrooms has increased dramatically throughout school districts in our nation. Schools struggle with limited resources to provide effective, individualized, tertiary level supports as needed. In addition, most schools deplete their resources in reaction, instead of prevention, for challenging behaviors. In this workshop, participants will learn a process of providing effective, individualized behavior support at the tertiary level. Prevent-Teach-Reinforce is a prescriptive, yet easily replicable, five-step positive behavior intervention process aligned with the principles of applied behavior analysis. Currently, data are showing that this process is more effective than typical interventions. PTR is a U.S. Department of Education behavior research project being conducted with 200 school-based teams enrolled in Colorado and Central Florida school districts. This randomized control study is designed to: first, investigate the effectiveness of the PTR intervention implemented by typical school personnel as compared to control conditions defined as business as usual; and second, to investigate variables impacting effectiveness of tertiary behavior interventions. The sample represents a broad range of grade levels (K-6), demographics, and educational placement with approximately 50% of students having a disability requiring an IEP. |
| Learning Objectives: 1. At the conclusion of this workshop, the participants will be able to use the PTR goal sheets and assessments and model how to apply them to their settings enhancing the capacity among school staff. 2. At the conclusion of this workshop, the participants will be able to implement strategies for identifying functions of behavior and linking them to intervention strategies. 3. At the conclusion of this workshop, the participants will have developed fidelity rating scales to monitor implementation of strategies by school staff. 4. At the conclusion of this workshop, the participants will be able to apply principles of PTR to students needing tertiary level supports. |
| Activities: This interactive workshop will demonstrate the PTR process in a �train the trainer� format. Participants will utilize case studies to go through the PTR process which consists of three core components: (1) preventing problem behaviors from occurring, (2) teaching proactive replacement/desired skills, and (3) reinforcing the new skills. We will look at strategies for aiding school staff in developing short term goals as well as identifying pivotal behaviors. Participants will also use PTR assessments as tools to link functions to behaviors and to develop hypotheses with school staff providing opportunities for building capacity within existing resources and staff members. Intervention plans will be developed with a strategy from each core component. Participants will develop fidelity rating scales used to monitor implementation of strategies by school staff. Effective coaching components will also be discussed. Presenters will share data illustrating the effectiveness of this process and social validity ratings. |
| Audience: Although there is ample evidence showing tertiary, individualized behavior support systems for students with significant problem behavior are effective, teachers and systems do not always accept and implement interventions the way they were intended. This workshop will focus on gaining buy- in from teachers and school staffs, demonstrate the value of contextual fit, and teach a prescriptive process that is effective and easily replicable. The targeted audience includes behavior specialists, psychologists, educators and researchers. |
| Content Area: Practice |
| Instruction Level: Intermediate |