Using the Prevent-Teach-Reinforce model with families of young children with ASD

Sears, K. M., Blair, K. S., Iovannone, R., & Crosland K. (2013).  Using the Prevent-Teach-Reinforce model with families of young children with ASD.  Journal of Autism and Developmental Disorders, 43, 1005-10016.

This study was conducted to examine the feasibility and potential efficacy of implementing an adapted, family-centered version of the school-based prevent-teach-reinforce (PTR) model. The research included two families who implemented the PTR process for their children in collaboration with the researchers. The adapted PTR was tested using a multiple baseline design across routines to examine changes in child behavior across experimental conditions. Results indicated that the adapted PTR intervention was associated with reduction in child problem behavior and increases in alternative behavior in both target and non-target routines. The results also indicated that the parents were able to implement the behavior intervention plan with fidelity and successfully use the PTR process for a novel routine. The PTR intervention also had high social validity ratings; both self- and novel-rated validity indicated that the PTR intervention was acceptable to both families and the community at large. The data are discussed in terms of the expanding evidence related to the PTR model and the extension to a family context.


Link to the Document

Prevention Level

  • Tertiary


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

System Impacts

  • Classroom Level
  • Individual Student


  • Early Childhood
  • Elementary School