Effects of Prevent-Teach-Reinforce on academic engagement and disruptive behavior

 
DeJager, B. W., & Filter, K. J. (2015).  Effects of Prevent-Teach-Reinforce on academic engagement and disruptive behavior.  Journal of Applied School Psychology, 31, 361-391.

This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions were implemented with fidelity by all teachers and P-T-R was associated with mean decreases in disruptive behavior for all participants with Tau-U effect sizes ranging from minimal to strong. All three participants demonstrated mean increases in academic engagement with strong effect sizes. P-T-R interventions were associated with moderate to high levels of perceived social validity. Implications for consistent and efficient FBA-based interventions in schools are discussed.

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Prevention Level

  • Tertiary

Audiences

  • Administrators
  • PBS Coaches
  • PBS Teams
  • Specialists
  • Teachers

System Impacts

  • Classroom Level
  • Individual Student
  • Targeted Groups

Categories

  • Early Childhood
  • Elementary School