Prevent-Teach-Reinforce for Young Children
Overview
Focus
Specific Skills
- Building teacher and parent skills
Program Length
9-15 weeks
Program Description
"The premier Tier 3 intervention for the Pyramid Model, Prevent‐Teach‐Reinforce for Young Children (PTR‐YC) is a research‐proven, family‐centered approach used in preschool settings nationwide to resolve persistent challenging behaviors."
Visit Program WebsiteCost
$49.95 for book and CD.
More Pricing DetailsDemographics & Delivery
Intended Population
- Intensified intervention
Grade
- Pre-K
Intended Group Size
- Individual
ELL/DLL
- Unspecified
Multisensory Applications
- No
Computer-Based Delivery
- None
Scripted
- Instructor Scripted
Program Specifics
Comprehensive or Skill Specific
- Skill Specific
Placement Tests
- No
Accelerated Learning
- No
Assessment to Monitor Skills Mastery
- Yes
Error Correction Built In
- Yes
Fidelity Measures Provided by Publisher
- Yes
Research & Evaluation
Research Summary
Literature review revealed several studies with positive effects of P-T-R for reducing problem behaviors in students with, or without a diagnosis of behavior or personality disorder, and in the general education classroom setting.
Study Citations
Bailey, K.M., & Blair, K.C., (2015). Feasibility and potential efficacy of the family centered Prevent-Teach-Reinforce model with families of children with developmental disorders. Research in Developmental Disabilities. 47(1). 218-233. https://doi.org/10.1016/j.ridd.2015.09.019
Iovannone, R., Greenbaum, P. E., Wang, W., Kincaid, D., Dunlap, G., & Strain, P. (2009). Randomized Controlled Trial of the Prevent—Teach—Reinforce (PTR) Tertiary Intervention for Students With Problem Behaviors: Preliminary Outcomes. Journal of emotional and behavioral disorders, 17(4), 213-225.
Rivard, M., Mello, C., Mestari, Z. et al. (2021). Using Prevent Teach Reinforce for Young Children to Manage Challenging Behaviors in Public Specialized Early Intervention Services for Autism. J Autism Dev Disord. https://doi.org/10.1007/s10803-020-04856-y
Strain, P. S., Wilson, K., Wilson, K., & Dunlap, G. (2011). Prevent-teach-reinforce: Addressing problem behaviors of students with autism in general education classrooms. Behavioral Disorders, 160-171.
Sullivan, K., Crosland, K., Iovannone, R., Blair, K.-S., & Singer, L. (2021). Evaluating the Effectiveness of Prevent–Teach–Reinforce for High School Students With Emotional and Behavioral Disorders. Journal of Positive Behavior Interventions, 23(1), 3–16. https://doi.org/10.1177/1098300720911157
Evidence-Based Practice (EBP)
- Evidence-based practice