Prevent-Teach-Reinforce: Addressing problem behaviors of students with autism in general education classrooms

 
Strain, P. S., Wilson, K., & Dunlap, G. (2011).  Prevent-Teach-Reinforce: Addressing problem behaviors of students with autism in general education classrooms.  Behavioral Disorders, 36, 160-171.

Children with autism and other disabilities are often prohibited from participating in inclusive educational environments due to the occurrence of problem behaviors. In this study, a standardized model for individualizing procedures of behavior support, Prevent–Teach–Reinforce (PTR), was evaluated in general education settings with three elementary school students with autism spectrum disorders and serious problem behaviors. A multiple baseline across students design was used to test the effects of PTR on the occurrence of problem behaviors and academic engagement. Results indicated that problem behaviors were reduced and engagement was increased for all of the participants. The findings are discussed in relation to the importance and the challenges of implementation fidelity and effective behavior support in general education settings.

Link

Link to the Document

Prevention Level

  • Tertiary

Audiences

  • Administrators
  • PBS Coaches
  • PBS Teams
  • Specialists

System Impacts

  • Classroom Level
  • Individual Student
  • Targeted Groups

Category

  • Elementary School