Prevent-Teach-Reinforce Model: A Tier 3

Behavior Intervention Process

Rose Iovannone, Ph.D., BCBA-Diovannone@usf.edu

Don Kincaid, Ed.D., BCBAkincaid@usf.edu

The contents of this training were developed under grant H324P04003 from the Department of Education

AgendaAM

PTR Overview Step 1—Teaming Step 2—Goal Setting Step 3—PTR Assessment

PM Step 4a—PTR Intervention Plan Step 4b—Coaching/Fidelity Step 5—Evaluation Questions/Wrap-up Next Steps

ObjectivesParticipants will:

Describe the 5-step PTR Tier 3 support model Identify the critical components that enhance the

success of Tier 3 supportsApply the principles of the PTR process to a case

studyDetermine how the PTR process is applicable

within their setting

Tier 3 Function-Based Behavior Interventions in Schools

Current IssuesAbsence of uniform policies & practices Form versus a process Expert driven versus collaborative effortOccasionally contextual fit consideredLimited support/follow-up/training for teacher

providedTeachers may not be the personnel to facilitate FBAs

in schoolsIncreased focus on school psychologists (Scott & Kamps,

2007) and other school-based behavioral consultants or “coaches”

Prevent-teach-reinforce

The Model

What is Prevent-Teach-Reinforce (PTR)?

Research project funded by U.S. Department of Education, Institute of Education SciencesUniversity of South Florida

Three central Florida school districtsUniversity of Colorado, Denver

Two Colorado school districtsPurposes:

Answer the call for rigorous researchEvaluate effectiveness of PTR vs. “services as

usual” using randomized controlled trialEvaluate effectiveness of “standardized “ approach

Participants

200+ students—100 treatment, 100 comparison K-8th grade General and Special Education

All cognitive levels All disabilities

Teacher-nominated top externalizers Systematic Screening for Behavior Disorders (SSBD)

Behavioral difficulties Duration– minimum 6 months Frequency— minimum of 1 time per week Intensity– disruption to the learning environment

Prevent-Teach-Reinforce: PTRIntervention teams given manual and

assigned PTR consultantFive step process (aligned with problem

solving process): Teaming Goal Setting (Identification of Problem) Functional Assessment (Problem Analysis) Intervention (Intervention Implementation)

Coaching and fidelity Evaluation (Monitoring and Evaluation of RtI)

PTR Preliminary Outcomes

Student Demographics by Primary DisabilityDisability N Percent

Autism 25 9.8Developmental Delay 5 2.0Emotional Disturbance 38 14.9Mental Retardation 28 11.0Multiple Disabilities 4 1.6OHI (not ADD/ADHD) 1 .4OHI (ADD/ADHD) 8 3.1Specific Learning Disability 20 7.8Speech/Language Disability 10 3.9Visual Impairment 2 .8General Education 99 38.8TOTAL 245

Student DescriptionGrade Level

K12345678

N345353413016

783

%13.921.621.616.712.2

6.52.93.31.2

Lunch StatusRegularFree/Reduced

77150

31.461.2

GenderFemaleMale

45200

18.481.6

OutcomesStudent Outcomes:

Treatment and control group comparison resulted in significant differences (p < .001; moderate effect sizes (.44 to .55)

Intervention students:Social Skills Rating System (SSRS): Problem Behavior

scores decreased SSRS: Social Skills scores increasedAcademic Engaged Time scores increased

Randomized Controlled Trial Results

Cross-Over Treatment Results

Teacher Outcomes Fidelity

Majority of teachers achieved .80 Mean # coaching/training sessions = 3.5 Prevention higher than Teach and Reinforce

Social Validity Modified Teacher Acceptability Rating Form (TARF; Reimers & Wacker,

1988)—15 items 5-point Likert Scale 124 teachers Overall—4.16 (.52)

Willingness to carry out plan—4.80 (0.42) Like the procedures—4.46 (0.64)

Alliance Teachers rated PTR consultants highly (4.80 mean) Highest—trust, follow-through, collaborative

The PTR Process

Step 1: Teaming Teaming: A collaborative process

Members Person with knowledge of student (e.g., Classroom

teacher, instructional assistant, parent)Someone with expertise in functional assessment,

behavioral principles (PTR consultant, school-based consultant)

Someone with knowledge of context (e.g., administrator or designee)

Step 1: TeamingPurpose:

Evaluate strengths and weaknesses of team functioning

Outline roles and responsibilitiesDetermine a consensus-making process

Collaboration Activity (page 2 Activity Packet)

Step 1: TeamingForms for creating an effective cohesive team

Classroom Team Survey (pg. 18 book; pg. 2-3 blank)Teacher Work-Style Survey (pg. 19 book; pg. 4 blank)Paraeducator Work-Style Survey (pg. 20 book; pg. 5

blank)PTR Work-Style Comparison Sheet (used by

facilitator) (pg. 21 book; pg. 6 blank)Purposes: To identify potential issues enhancing

and impeding effective intervention implementation

Step 1: Teaming Facilitation Tips

Avoid direct confrontation or “fixing” issuesPurpose is for team to recognize potential issues

that enhance and inhibit problem solving processLess talk, more listening and facilitatingProvide visual summary of results to each team

memberAsk them to review the results and reflectAsk for their ideas, reactions, inputFacilitate the discussion

Step 1: Teaming Case Study

Mike9-year-old maleESE Classification: AutismPlacement: Self-contained, autism classroom with

6 students (wide age range) Nonverbal: Uses signs, Dynamite, pictures to

communicate Team: Teacher and two aides, PTR Consultant

TEAMING ACTIVITY: MIKE

ACTIVITY PACKET pages 3-5

Step 1: Teaming Activity Instructions

Get with a “team” Review the work-style survey responses (page

3) and the teaming survey (pages 4-5) from Mike’s team

Identify potential issues that may impact how the team functions

Discuss how you would facilitate a discussion with the team about the issues

Step 1: DiscussionWhat do you need in order to facilitate Step 1?How will you use this step?What forms will you be using?

Step 2-Goal SettingIdentify the problem

What Determines Success?

Analysis of outcomes of 800+ consultation cases involving elementary students

Problem identification = 43%Problem analysis & plan development = 31%Goal attainment occurred in 97% of cases in

which a plan was implemented“consultants successful in identifying problems

were almost invariably able to solve those problems”

Bergan & Tombari, 1976

Step 2: Goal SettingPurpose:

Identify behaviors of greatest concern to the team and possible replacement behaviors (teach)

Prioritize and operationalize behaviors targeted for intervention

Develop teacher friendly baseline data collection system

Targeted Areas:Problem behaviorsSocial skillsAcademic behaviors

Step 2: Goal Setting (pg. 7-9 blank forms; pg. 38 book)

Behavior Social Academic

Broad Goal Broad outcomes desired (what is the overall goal to be achieved in each

category)?

Short-Term Goal: Behavior to Decrease

Inappropriate behaviors preventing student from achieving long-term goals (current problem behaviors/deficits)

Short-Term Goal: Behavior to Increase

Skills to be taught to replace inappropriate behaviors (skills to replace problem behaviors that will achieve broad goal)

Case Study—Step 2: Goal Setting

Dec

reas

e

In

crea

se

Bro

ad

Mike will communicate his wants and needs appropriately

Mike will interact with peers appropriately

Mike will comply with non-preferred activities and requests

Mike will decrease screaming, hitting, and getting out of his seat

Mike will decrease hitting, screaming at, and bossing his peers

Mike will decrease screaming and hitting

Mike will ask for a break or for attention when needed

Mike will initiate peer interactions using his Dynamite

Mike will engage in non-preferred activities and communicate his frustration using his Dynamite or an appropriate tone

Behavior Social Academic

Step 2: Data Collection SystemBehavior Rating Scale – BRS (pg. 10 blank forms; pg. 39 book)Direct Behavior Rating (DBR)—Hybrid assessment combining features of systematic direct observations and rating scalesEfficient and feasible for teacher useProvides data for decisionsPrioritized and defined behaviors measuredRequires minimum of 1 appropriate and 1 inappropriate behavior

Step 2: Behavior Rating Scale (BRS)

Behavior recorded at least once each daySpecific time period/routineWhole dayCombination of both

Anchors –scale of 1-5Measure options:

FrequencyDuration IntensityPercentage of opportunities

BRS Guiding QuestionsIn which routine(s) will you be rating the behavior? What would be the easiest way to track the behavior?

How often it occurs?How long it lasts?How intense it is?

What is your estimate of the behavior happening on a typical day?Problem behavior = 4Appropriate behavior = 2

What would the behavior look like on a great day?Problem behavior = 1Appropriate behavior = 5

Case Study - Mike: Operational Definitions

Problem behaviors Screaming—loud, high pitched noise heard outside

the classroomHitting—anytime Mike touches peers or adults with

an open hand, fist, foot, or object while screaming or protesting

Replacement/Appropriate BehaviorsExpress frustration appropriately using Dynamite,

pictures, or signs to ask for a break or attentionTransition to non-preferred activities: Moving to

non-preferred activity and engaging with appropriate verbal expression

Case Study- Mike: Behavior Rating Scale Behavior

Screaming 9+ times7-8 times5-6 times3-4 times0-2 times

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Hitting 8+ times6-7 times4-5 times2-3 times0-1 times

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Expressing Frustration

40%+30-40%20-30%10-20%0-10%

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Transition to Non-preferred

Whimper or squealLouder than indoor voice

Outdoor play voiceLouder than outdoor play

Ear penetrating

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BRS Psychometrics (Preliminary)

Kappa coefficients of:Problem Behavior 1 (N = 105) = .82Problem Behavior 2 (N = 90) = .77Appropriate Behavior 1 (N = 103) = .65Appropriate Behavior 2 = (N = 56) = .76

Iovannone, Greenbaum, Wei, Kincaid, & Dunlap (in review)

Other Uses of BRSSystemic data tracking method for Tier 3

Sample system created by:Cindy AndersonSchool district in Florida

Secondary Level Modifications

Teams with 3 or more members Select one team member who will be the primary

interventionist Behavior identification and BRS development will be

focused on that person’s situation Other team members provide input/support If desired, other team members can record BRS data in

their settings—rating descriptions can stay the same or minor modifications can be madeEach row of BRS can represent a different teacher OREach teacher can keep own BRS

Consultant/coach collects all BRS ratings at specified times

Step 2a Activity: Developing a

Behavior Rating Scale (BRS)

• Setting up a Behavior Rating Scale• One volunteer• Identify a behavior of concern• As a group, walk through the steps to

set up the scale

Step 2: BRS Group Activity

BRS Problem Behavior: Group Activity

Activity—Step 2bActivity Packet—Page 6

Step 2 Activity InstructionsWatch the video of ParisIdentify one problem behaviorWith your team, agree upon an operational

definition of the behaviorWrite it on the goal form, second row (decrease)What would you target as a replacement behavior?Clearly define the behavior and write it on the

third row (increase).

Activity (page 7 Activity Packet)

In your teams, identify one student you know with serious problem behaviors.

As a team, identify one behavior you would like decrease for this student

Define it in clear, measurable termsIdentify a behavior you would like to see

increase that may replace the problem behaviorDefine it in clear, measurable terms

Facilitation TipsHave team members submit the goal setting table as

homeworkHave a visual that summarizes all of the inputDo not reword input—wait until meeting to have team

provide clarification If step is conducted during problem solving meeting,

use group processes to ensure all team members participate Use post-it notes or index cards and provide several to

each team member Use 2 minute thinking time, have team members write

input on notes/cards Use round robin to get input from all

Step 2: DiscussionWhat do you need in order to facilitate Step 2?How will you implement this step?

Step 3: Functional behavior

assessmentAnalyze the Problem

Given 60 seconds, use 4 straight lines to connect all of the dots without lifting

your pen (Page 8 Activities)

Child

A box to think outside of:

Step 3: PTR Functional Assessment

PTR Assessment (FBA) (pp. 56-61 book; 9-13 activity; 12-16 blank forms)Checklist format

Prevent = antecedentsTeach = function, possible replacementsReinforce = consequences, possible reinforcers

One form completed for each problem behavior by each team member

Information leads to hypothesis

Step 3: Prevent Section (First 2 pages of Assessment)

Read the questionsBe prepared to discuss the questions in this

section

Step 3: Activity (pages 9-10 Activity packet)

Practice using this section with regard to a student you know.

Step 3: Teach SectionRead and discuss the questions in this section

Step 3: Activity (Pages 11-12 Activity Packet)

Practice using the Teach section with regard to a student you know.

Step 3: Reinforce SectionRead and discuss the questions in this section

Step 3: Activity (Page 13 Activity Packet)

Practice using the Reinforce section with regard to a student you know.

Step 3: PTR Assessment Table(pg. 18 blank forms, pg. 62 book)

Used by consultant to summarize all information from PTR Assessment

Responses organized and categorized Information requiring clarification listedDraft hypotheses developed“Cheat sheet” (page 17 blank forms; page 16

Activity Packet)

Learned Functions of Behaviors

GETObtain

Activities, people, tasks, tangibles, sensory, pain attenuation

GET OUT OFEscape/Avoid/Delay

Activities, people, tasks, tangibles, sensory, pain

Step 3: Case Study – MikeAssessment Summary Table of Problem

BehaviorPrevention Data Teach Data Reinforce Data

Non-preferred taskReading, Math

Other students upset/madTeacher attending to othersTransition

Preferred to non-preferredChange in schedule

Denied item, told no, or to fix something

Gain attentionPeers, adults

Delay

Access to items

RedirectedReprimandedCalm/soothe

Personal spaceLater must complete task

Loss of or delay in reinforcement

Scr

eam

ing,

Hitt

ing

Step 3: Case Study – MikeAssessment of Appropriate Behavior

Prevention Data Teach Data Reinforce Data

Independent workOne-on-one attentionSpecials

Peer interactionGetting attentionRaising handSharing attentionConversation skillsTaking turnsWaitingSelf-managementAsking for breakExpressing emotions

Treasure boxMovieAttentionHelping teacherGoing to media centerGoing outsideWalkFood

Pro

soci

al

Step 3: Developing the HypothesisWhen…. Student will…. As a result…

Inappropriate Behavior

Appropriate Behavior

Prevention data = antecedents or triggersTeach data = replacement behavior and possible functionReinforce data = function and reinforcers

Step 3: Case Study – Mike HypothesesWhen…. he will As a result…

Mike is asked to complete non-preferred tasks (Reading, Math), stop preferred activity or transition to non-preferred activity, fix an error, or when teacher is attending to other students

scream and hit Mike is able to gain attention and delay the transition/activity

Mike is asked to complete non-preferred task (Reading, Math), stop preferred activity or transition to non-preferred activity, fix an error, or when teacher attending to other students

express his frustrations appropriately

complete the assigned task

Mike is able to delay the transition/activity

Mike is able to gain attention

Inap

prop

riate

App

ropr

iate

Facilitation TipsTeam members complete for homeworkDuring meeting, use as an interviewDuring meeting, give each team member 15

minutes to complete. Give 15 minute break to allow time for facilitator/coach to synthesize information in Assessment Organization Table

Secondary: May want to change forced choice options to make appropriate for secondary environments

Step 3 Activity: ParisActivity Packet Pages 14-15

Step 3: Activity InstructionsReview the PTR Assessment Summary for Paris

(on page 14)Develop a problem behavior and appropriate

behavior hypothesis (use form on page 15)Feel free to use the cheat sheet (page 16)Be ready to share

Step 3: Activity (Page 17 Activity Packet)

Practice using the PTR Assessment Organization Table to organize your PTR Assessment information you completed on the child you know and develop a draft hypothesis.

Use the ‘cheat sheet’ on page 16 to assist.

Step 3: DiscussionWhat do you need in order to facilitate Step 3?How will you implement this step?

Step 4: PTR Behavior Intervention Plan

Implement Behavior Interventions

Step 4: Behavior Intervention PlanTeam selects interventions from each component

(P-T-R) (pg. 19 blank forms; pg. 102 book; page 20 blank forms secondary version)

Detailed behavior plan developed (template pp. 23-24 blank forms; pp. 104-105 book)

Consultant provides training and on-site assistance with plan implementation

Implementation fidelity evaluated

Step 4: Using the Intervention

ChecklistRecord each team member’s rank on the

checklist (pp. 21-22 blank forms; pg. 103 book) Develop a list of preferred interventions

Mean of ratings Interventions rank ordered #1Number of people selecting specific intervention*Be sure to make note of interventions ranked

highest/selected by teacher

Case Study: Tips on Linking Interventions to Hypothesis

Prior to selecting interventions, “guidelines” provided to participants Prevention strategies should:

Get Mike attention more oftenModifying non-preferred tasksChanging what happens when he makes a mistakeSignaling end of preferred activity

Teach strategies should address:How to get attention/assistanceHow to get break/delay appropriately

Reinforce strategies should:Give Mike attention/helpGive Mike break/delay

Step 4: Intervention Checklist Summary

Discuss interventions selected by the teamTeam gains consensus on the interventions to be

implementedPTR consultant ensures interventions:

Agree with hypothesisCan be done in the classroom

Step 4: Writing the Intervention Plan

Task analyze each step of the planNOT— “give student choices”YES— Prior to the start of independent reading, tell

the student “we have 2 worksheets today” (show worksheets). “Which worksheet would you like to do first?”

If teachers do not know how to do it, they will not implement the strategy.

Prevent Strategies

Specific Strategy steps

Environmental Support

A wait card will be placed on Mike’s desk to assist him in remembering to wait his turn.

1. Prior to group work, tell Mike, “Remember, when it is someone else’s turn, you sit quietly and wait,” while pointing to his card.2. If Mike calls out, point to his visual to remind him what to do. 3. Use a verbal prompt if the point prompt does not work.

Step 4: Case Study – Mike’s BIP

Prevent Strategies

Specific Strategy steps

Environmental Support

Mike’s visual schedule will be modified to detail the number of and type of activities he is to complete during non-preferred activities. For example, if math involves listening to a lesson, doing a hands-on activity, and completing a worksheet, his visual schedule will list each activity under math using either a picture of the type of activity or using numbers that correspond to a number on the worksheet.

1. Prior to the start of the activity, Mike should review the visual schedule.2. As Mike completes an activity, he should X off the activity.

Mike’s Intervention Plan

Mike’s Intervention Plan

Prevent Strategies

Specific Strategy steps

Curricular Modification

Mike will be given an easy, independent activity, such as a worksheet, to complete upon transitioning to a non-preferred activity or an activity that requires him to wait, such as group activities

Teach Strategies

Specific Strategy Steps

Replacement Behavior

Mike will be taught to use his voice output device to express his need to calm down.Steps:1.Mike’s device will be programmed to say “I need to calm down.”2.Prior to transitioning to a non-preferred activity or at the end of a preferred activity, say “If you start to get mad, you can choose to calm down.”3.As soon as Mike starts to get upset, prompt him to use his device (hierarchy—hand-over-hand, gesture, verbal).4.Once Mike communicates “I need to calm down”, present him with the choice board of calming strategies and ask him, “What do you want?”5.As soon as he is calm, praise him (e.g., “You made a good choice.”. 6.Allow Mike to engage in his choice until he is calm for 1-minute.7.If Mike does not want to leave his choice, then start becoming animated with students in the non-preferred activity.

Teach Strategies

Specific Strategy Steps

Self-Management

Mike will be taught to independently use his calming strategies.

1. A tracking sheet with smiley faces and sad faces will be given to Mike at the start of each day.2. Role-play with Mike about when he needs to make the choice to calm down.3. Practice completing the tracking sheet.4. Set and review the daily goal for using the calming strategies. 5. Prompt Mike to complete the tracking sheet if needed

Reinforce Strategies

Specific Strategy Steps

Replacement Behavior

Anytime Mike “says” “I need to calm down”, his choice board should be given.1.Praise Mike for communicating (“thank you for telling me what you need.”)2.Provide his choice board.3.Allow him to calm for 1 minute4.Praise him as soon as he is quiet5.Praise him for returning to the group

Self-Management

Anytime Mike scores his behavior, attention should be given.

1.When Mike marks his tracking sheet, praise him for doing so.2.At the end of the day, review the sheet with Mike.3.Talk about the sad faces.4.Provide his reward if his goal is met.

Waiting Mike will earn a skittle paired with attention if he waits. This will be faded to an intermittent schedule.

Reinforce Strategies

Specific Strategy Steps

Transition Mike will earn stars during Reading Centers if he transitions and completes his work without screaming.

1.A social story will be reviewed prior to Reading Centers to remind Mike that he can earn a star if he comes to centers and works.2.At the end of each reading center, an adult will review Mike’s behavior with him and ask him if he earned his stars. 3.Provide his stars if earned.4.During the teacher’s group, Mike can earn 2 stars: 1 for transitioning to the group and 1 for working during group.5.Allow Mike to participate in his chosen activity if he earned his stars.

Discuss PTR Intervention Plan

How is the PTR intervention plan and level of detail different from current BIPs?

How will the level of detail make a difference in implementation and effectiveness?

Step 4 Activity: Paris Intervention Plan

Activity Packet Page 18

Step 4 Paris: Activity Instructions

Look at your hypothesis developed for Paris.Identify one or two prevent, teach, and reinforce

strategies you might want to try with ParisOne for each component (prevent/teach/reinforce)For the Teach strategy, make certain one behavior

you are teaching is a replacement behavior.Develop the specific steps (task analysis) of the

TEACH replacement behavior intervention for Paris (page 18).

Step 4: Coaching Support-Teacher Training on BIP

Provide opportunity to practice the plan with the teacher (team) without the students present (30-90 minutes)

Role play, Q & A, DiscussEvaluate teacher accuracy on each step prior

to teacher implementing plan with studentCoaching Checklist used by PTR for

training evaluation (pp. 25-26 blank forms; pg. 106 book).

Case Study: Sample Coaching Checklist for Mike

Task Analysis of Intervention D

iscu

ss

Q &

A

Ver

bal

Rol

e-pl

ay

Obs

erve

Fe

edba

ck

Training

Review

PREVENT – Environmental Support 1. Mini schedule of group & center time available Yes No Yes No

2. Schedule reviewed prior to task Yes No Yes No

3. Schedule reviewed & items crossed off Yes No Yes No

TEACH – Replacement Behavior

1. Remind to use Dynamite prior to transition Yes No Yes No

2. Provided choice board and honored choice Yes No Yes No

REINFORCE –Replacement Behavior

1. Verbally or gesturally acknowledge ASAP Yes No Yes No

2. Allowed to cool off for 1-minute Yes No Yes No

TOTAL (# Yes/ # Total) Fidelity Score ( .00 – 1.00)

Step 4: In-Class Support

Provide support to teacher in implementationBe present on first day of

implementationDetermine when to debriefMeasure fidelityDiscuss and modify if necessary

Step 4: Intervention FidelityMeasure teacher implementation of plan (pg.

107 book)PTR—Two fidelity measures

Adherence—did they do it?What is the most important part of intervention to

be implemented to ensure intervention happens?Quality—did they do it correctly?

What are all the parts that need to be implemented completely and correctly?

Case Study: FidelityInterventions Adherence Quality

Environmental Support 1) Mini schedule of center & group available 2) Mini schedule reviewed prior to start of

centers 3) Items crossed off as completed

Mini schedule present

Mini schedule present & reviewed at least either prior to or after activities completed

Replacement Behavior—Functional 1) Reminded student to use DynaVox prior to

transition & when student engaged in warning signs

Teacher reminded student prior to transition

Teacher reminded student prior to at least 2 of 3 transitions & all behavior

Reinforce Replacement Behavior 1) Teacher immediately recognized student

for using DynaVox (within 15 s) 2) Choice board given 2) Choice honored 3) Allowed to calm down for at least 1-minute

Choice given and honored

Teacher immediately (within 15 seconds) recognized student and allowed student to calm down

Other Methods of Collecting Fidelity

Teacher Fidelity Self-Assessments

Daily Fidelity Self-Check (sample pg. 27 blank forms)Teacher has major steps of interventionProvides them with nonintrusive prompts

Weekly Fidelity Self-Check (pg. 29 blank forms)Aligned with Behavior Rating ScaleCan be used with Excel Spreadsheet

Activity 4b: Coaching/Fidelity

Pg. 19 Activity PacketDevelop a fidelity measure for the replacement

behavior intervention your team developed for Paris

Step 4: Facilitation Tips Secondary—modify menu of interventions to include those appropriate

for middle/high school Teams can select interventions for homework or can select during team

meeting Focus on one routine, class, subject for developing intervention If meeting time is limited, break up strategies:

One meeting, focus on full development of Prevent, next meeting develop Teach/Reinforce OR

First concentrate on Teach/Reinforce; next meeting develop Prevent.

Fidelity measurements can be done once or twice a week rather than daily

One form can be used for training and fidelity Use technology (video, Skype, Wiki, Facebook) to provide support to

teachers

Activity (page 24-25 Activity Packet)

Brainstorm ideas on possible prevent, teach, and reinforce interventions that would be appropriate for your student’s hypothesis

Begin to task analyze the interventions

Step 4: DiscussionWhat do you need in order to facilitate Step 4?How will you implement this step?

Step 5: EvaluationIs it working?

BRS and/or other data measuresIs it being implemented consistently and

accurately?Fidelity ratings

Are more data needed? Does the plan need to be modified or expanded?How can the team maintain the interventions?

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Baseline Intervention

Definition Changed

Step 5: Mike Evaluation

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BaselineIntervention

Step 5: Evaluation

Step 5: Evaluation Expression of Frustration

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Transition to Non-Preferred

BaselineIntervention

Step 5: Evaluation

Step 5: Evaluation Mike Outcome Data

Measure Baseline Post-test Change

SSRS-PB 123 112 -11

SSRS-SS 87 102 +15

AET .34 .57 +23

Social Validity (pp. 30-31 blank forms; pp. 120-121

book)Social validity—Acceptance and effectiveness of

interventionHighly correlated with intervention

implementation and maintenanceProvides data on functionality of intervention’Can be a pre-post measure

Teacher-Consultant Alliance (page 32 blank

forms)Provides data on relationship between facilitator

(e.g., school-based behavior consultant) and implementer of interventions (e.g., teacher)

Can be used as pre-post test measureProvides core behaviors valued in

consultant/teacher relationshipHigh correlation with teacher willingness to

implement interventions

Step 5 Activity Instructions

Review the graphs and outcome data for Paris (Pages 20-23 in activity packet)

As a team, what decisions would you make? Continue with interventionModify or change interventionGather more dataOther????

Justify your responses.

Step 5: Facilitation TipsWhen fading interventions, do so systematically.Consider Multi-tiered System of Supports (access to

Tiers 1 and 2)Make all decisions on data

ALWAYS review fidelity data ALWAYS review BRS data (or other child outcomes) Have decision rules (e.g.,3 consecutive data points at

or above goal line, fidelity score necessary to consider adequate implementation, etc.)

Remind team this is a dynamic process and behavior is never “fixed”.

Step 5: DiscussionWhat do you need in order to facilitate Step 5?How will you implement this step?How will you use the BRS or other evaluation

measures to make data-based decisions?

Review PTR ProcessFive-step team-based process Teacher/team drivenPrescriptive/manualized processSupport provided to teacher/team to implement

interventionsEvery intervention plan includes 3 components

Prevent Teach Reinforce

Plans are task analyzed

References Manual

Dunlap, G., Iovannone, R., English, C., Kincaid, D., Wilson, K., Christiansen, K., & Strain, P. (2010). Prevent-Teach-Reinforce: A school-based model of individualized positive behavior support. Baltimore:Paul H. Brookes

Journal articles Iovannone, R., Greenbaum, P., Wei, W., Kincaid, D., Dunlap, G., & Strain, P.

(2009). Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders,17, 213-225.

Dunlap, G., Iovannone, R., Wilson, K., Strain, P., & Kincaid, D. (2010). Prevent-Teach-Reinforce: A standardized model of school-based behavioral intervention. Journal of Positive Behavior Interventions, 12, 9-22

Iovannone, R., Greenbaum, P., Wei, W., Kincaid, D., & Dunlap, G. (in review). Reliability of the Individualized Behavior Rating Scale-Strategy for Teachers (IBRS-ST): A Progress Monitoring Tool.  Manuscript submitted for publication.

Next steps: Facilitating schools to scale up Training key school staff and team members to do process

Questions?