prevent-teach-reinforce (ptr)

Prevent-Teach-Reinforce (PTR)

Last Revised: 12/20/16

• What’s your name?

• Where do you work?

• What’s your position?

• And what type of food represents your approach to students?

Welcome Activity

Discuss With a Partner or Triad

• What do you KNOW for sure about PTR?

• What do you THINK you know about PTR?

• What have you HEARD about PTR?

• What is your biggest concern with PTR?

You will have 4 minutes to discuss.

This represents everything there is to know about behavior

analysis

This is how much we will go over today

I can teach you the skills to climb the “mountain” but it takes your school team’s support of each other and compassion toward the student to climb the “mountain” and see success.

Learning Intentions

To understand how to efficiently use the tool, Prevent Teach Reinforce, in order to:

Conduct a Functional BehaviorAssessment Checklist

Design Positive Behavioral Intervention Plan (BIP), and

Use/collect data to determine effectiveness

• A-Antecedent • What sets up the environment for the

behavior to occur or not occur?

PREVENT

•B-Behavior•Target behaviors you want to decrease

•Replacement behaviors you want to increase

TEACH

• C-Consequence

• Positive or Negative

• Why is the student doing the behavior?

REINFORCE

P-T-R

PTR Model-5 Step Process

Developing a Team

Goal Setting & Data Collection

Functional Behavior Assessment Checklist

Behavior Intervention Plan: Design & Implement

Evaluation (ongoing) and Revision (as necessary)

THINK OF A STUDENT…

DEVELOP A TEAM

Requirements:

• Has an assigned role at the school

• Works directly with the student

• Keeps and manages all paperwork

• Schedules team meetings

Team Facilitator

Chapter 2

1. Administrator

2. Counselor

3. School Psychologist

4. Classroom Teacher

5. Specialist

6. Special Education Teacher

7. Any other staff involved with the student

8. *Family Member

The Team

Chapter 2

Family Signatures

The facilitator uses the following forms to collect Family Signature(s):

For a Student in Regular Education

• PERMISSION FOR REVIEW • MTSS Manual, Appendix A: MTSS Forms, pg. 11

or

For a Student in Special Education

• SES 9 and SES 14• Parent Consent and Prior Written Notice

• Remember to revisit the IEP

Chapter 2

Review Questions

1. What does PTR stand for?

2. Who serves on the PTR team?

3. What must be collected before Meeting 1?

Chapter 2

GOAL SETTING &

DATA COLLECTION

Operationally Defined Behavior

Chapter 3

Meeting # 1

• Describes the behavior:

– What is currently observed (decrease)

– What should be observed (increase)

• Passes the “stranger test”

– a stranger who does not know the student will be able to identify the behavior you want to decrease by your definition

PTR Goal-Setting Form

Behavioral Social Academic

Appendix 3.1 (p. 38)

Student: _______________ School:______________ Date:_______________

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Meeting # 1

The broad skill or outcome the student needs to learn (e.g., communicate wants/needs; initiate peer interactions; task engagement)

What the student is doing now that is keeping him/her from meeting the broad goal

The specific behavior the student should engage in to meet the broad goal

PTR Goal-Setting Form




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Meeting # 1

Goal Setting Practice


Meeting # 1

• Keeping the student that you thought of at the beginning of training in mind, fill out the behavioral column of the goal setting form.

• This includes the broad goal, the short-term goal decrease, and the short-term goal increase.

Tony will communicate his wants and needs in an appropriate manner.

Tony will demonstrate age appropriate social skills to maintain friends.

Tony will increase task engagement during academic activities.

Tony will decrease tantrums, which include: screaming, crying, kicking, and throwing things to express his wants and needs.

Tony will reduce the number of tantrums (screaming at &/or throwing things) toward other students during group assignments.

Tony will decrease tantrums (screaming, crying, and throwing materials) during academic activities.

Tony will verbally express hiswants and needs in the classroom by using an inside voice along with a calm and quiet body.

Tony will use a calm and normal tone of voice when interacting with his peers during academic work.

Tony will increase task engagement by getting to his seat, focus on instruction, &/or have materials on desk and working on academic assignments.

Tony Stark: PTR Goal-Setting Form



Student: Tony Stark School: Justice HS Date: April 25, 1988

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Meeting # 1

• Tool used to rate the recorder’s perception of the occurrence of behavior

• Completed as a whole day measure or during specific times of day

• Uses a 5-point scale with specific anchors

The Behavior Rating Scale (BRS)

Chapter 3

Meeting # 1

• Behavior can be measured using:– Frequency (times per day)

– Intensity (how hard, how loud, etc.

– Latency (how long it takes for compliance)

– Percentage of day

– Percentage of occurrence

– Percentage of opportunity

Setting Anchors on the BRS

Chapter 3

Meeting # 1

• What is the problem behavior like on a typical day?

• What is the replacement behavior like on a typical day?

• What is the goal you would like to reach within the next three months, school year, etc.?

Questions to Guide Anchor Setting

Chapter 3

Meeting # 1

PTRBehaviorRatingScale

Appendix3.2

Student: School: StartDate:

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BASELINEDATA POSTINTERVENTIONDATA

Challenging Behavior (Decrease)

Anchor Description

5 Behavior worse than a typical day

4 Behavior on a typical day

2-3 Behavior between typical and goal

1 Behavior goal

Chapter 3

Appropriate Behavior (Increase)

Anchor Description

5 Behavior goal

3-4 Behavior between typical and goal

2 Behavior on a typical day

1 Behavior worse than a typical day

Chapter 3

Tony: BRS with Anchors

• The collection of baseline data begins immediately following PTR Meeting #1 and 5 days worth of baseline data is needed.

• As baseline data is collected, each team member fills out the Functional Behavioral Assessment (FBA) Checklist Forms and submits to the Team Facilitator by the deadline.

Notes on Baseline Data

Chapter 3

Meeting # 1

• 1. What are the 3 types of goals the team sets at Meeting 1?

• 2. Give an example of an operationally defined behavior?

• 3. What tool is used to set anchors for goals?

Review Questions

Chapter 3

Meeting # 1

FUNCTIONAL BEHAVIORAL ASSESSMENT CHECKLIST AND SUMMARY TABLE

Anchor Activity to Understand Function

• How many days per week do you consume caffeine?

• How often do you go shopping per week?

• How many days per week do you work out?

Functional Behavioral Assessment Checklist

Chapter 4

• Each team member independently answers a series of questions related to:

1. Observed antecedents/triggers of problem behaviors

2. What currently happens when the behavior occurs

3. Consequences and functions ordinarily associated with the problem behavior(s)

Appendix 4.1

Functional Behavioral Assessment Checklist

Chapter 4

• Prior to Team Meeting #2

– 5 days of baseline data on the BRS and FBA Checklist submitted to the Team Facilitator.

– Team Facilitator then completes PTR Functional Behavior Assessment Summary Table using the data from the FBA Checklist.

Appendices 4.1 & 4.2

Sample of Baseline Data Collection

Chapter 4 Appendix 4.1

FBA Checklist Summary Table

Chapter 4

• Completing the Assessment Summary

– Team Facilitator

• Has collected all responders’ answers

• Most frequent answers are reflected in the summary table

• Organize responses into the following categories:

–Prevent (Antecedents)

–Teach (Behaviors)

–Reinforce (Function/Consequences)

Appendix 4.2


Chapter 4

• Prevent (Antecedents)

– Specific subjects, information about curriculum

– Transitions (within and to/from classroom)

– Unstructured times (e.g. centers, recess, free play)

– Setting events/slow triggers (e.g. temperature, meds, sleep, illness)

Appendix 4.2


Chapter 4

• Teach (Behavior)

– Social Skills

– Problem Solving Skills

• Reinforce (Consequences/Functions)

– Consequences resulting in attention, escape, sensory and/or access

Appendix 4.2

Behavior PREVENT data TEACH data REINFORCE data

Functional Behavioral Assessment Summary Table


When Then As a result

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Behavior PREVENT data TEACH data REINFORCE data

DecreaseTantrums

Reading & Math (independent seat & group work)Transition from preferred activity (end of recess, art, music & science)Being told no

To escape, delay, or avoid starting a non-preferred activitySometimes to obtain attention from Ms. Diaz

Sent to time-outDelaying activityGets to stay in music or art longerGets attention from Mr. Jones & Ms. Diaz

IncreaseTask

Engagement

ScienceMusicArtRecessWhen on the computer

Transitioning appropriatelyCommunicatingappropriatelyAsking for wantsExpressing emotions

Enjoys time with Ms. DiasComputer timeMusic, Art, Recess, and social interactions with peers





When (P) Then (T) As a result (R)

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When Tony is required to end art or music and begin independent work activities in reading and math

Then, he will have atantrum, screaming, crying, and throwing things

As a result, he is allowed to delay or escape work when he is sentto time-out or allowed to stay in art and music class or obtain attention from Ms. Diaz

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When Tony is requiredto end art or music and begin independent work activities in reading and math

Then he will ask for a break

As a result, he is allowed to delay or escape the independent work activities or allowed to stay in art or music or obtain attention from Ms. Diaz

Possible Hypothesis



Review Questions

1.What are the 3 sections of the FBA Checklist?

2.What does the facilitator do with the data collected from the FBA Checklist?

3.Bonus Question! What is the point of the FBA Summary Table?

Behavior Intervention Plan Activity

• Pick a partner.

• Identify partner A and B.

• Partner A studies B for 30 seconds.

• Partners turn back to back.

• Partner B changes 3 things about appearance.

• Partners turn to face one another after 30 seconds.

• Partner A tries to guess what B changed.

• And switch.

Meeting # 2

DESIGNING AND IMPLEMENTING THE

BEHAVIOR INTERVENTION PLAN (BIP)

BIP: Intervention Checklist T.S.

Appendix 5.1Appendix 5.1

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Behavior Intervention Plan (BIP)

Chapter 5

• Identify at least one to three prevent, teach, and reinforce strategies for the hypothesis you developed earlier (pp. 67-91).

• Make sure it matches the function.

• Make the intervention specific enough for anyone to do.


Meeting # 2

Prevent Interventions

TeachInterventions

ReinforceInterventions

Comments

Chapter 5Appendix 5.4

• PTR Behavior Intervention Plan


Student:___________School: _________________Date:____________________

Hypothesis:



• Hypothesis- When Tony is required to end art or music and begin

independent work in reading and math then she will have a tantrum and as a result is allowed to delay, avoid or escape work by being sent to time-out, allowed to stay in class, or sent to Ms. Diaz.


• INSTEAD- When Tony is required to end art or music and begin

independent work activities in reading and math THEN HE WILL ASK FOR A BREAK and as a result he will be allowed to take a one minute break avoiding, delaying, and escaping independent work activities and allowed to stay in music or art class for an additional minute or obtain attention from Ms. Diaz.


TeachInterventions


Comments

Transition supports

To prepare Tony to transition appropriately from one activity to another he will be given warnings

Functional Replacement Behavior

To assist Tony in obtaining a break from independent activities when needed he will be taught to ask for a break

Reinforce functional replacement

behavior of asking for a break

To increase the likelihood of Tony asking for a break instead of throwing a tantrum when transitioning from preferred activities

Tony does NOThave to ask for a break every time he is transitioning from one activity to another.


Behavior Intervention Plan (BIP)Student: Tony Stark School: Justice HS Date: April 25, 1988

Continued


TeachInterventions


Comments

Teacher will remind Tony that he will need to ask for a break during transitions from preferred activities to non-preferred activities.

Art, music, and computer teachers will give warning countdowns so Tony knows how much time he has left in class (start with 10 min, 7, 5, 3, 1).Or Tony may have a timer showing him how much time is left in class.Teacher may also have a visual cue that lets Tony know that it is almost time to go.

Prior to art and music (and other preferred activities) Tony will be reminded that he will be allowed to ask for a break when transitioning back to independent work.

Tony will verbally ask for a break in a calm voice.

Tony may stay in music or art class for the minute or obtain attention from Ms. Diaz or sit at his desk without having to start an activity.

Immediately praise Tony for asking for a break.

Immediately give Tony hisbreak.

Remind Tony that he may stay in class for an additional minute or he may sit at his seat without starting his work or he may talk to Ms. Diaz.

(A timer may be used if needed).

If he is able to transition without asking for a break that is what we really want. Remember we are trying to eliminate the tantrums from occurring first so escaping the activity for one minute is okay compared to throwing a tantrum but eventually we want Tony to transition without any delay or avoidance but for now giving him the same outcome will decrease his tantrums.


Behavior Intervention Plan (BIP)Student: Tony Stark School: Justice HS Date: April 25, 1988

BIP Training Checklist: T.S.

Appendix 5.5

Fidelity Implementation

Chapter 5

• Identify minimum steps needed to be performed (adherence).

• Identify additional steps to be performed for the interventions greatest effect (quality).

Appendices 5.4, 5.5, & 5.6

Meeting # 2

Please see page 107 in your P-T-R book!


Chapter 5

• Before Closing the Meeting

– Ensure each member of the team feels confident in implementing the plan.

– Identify who will provide classroom coaching for support (if needed).

– Schedule a time to do a fidelity measure within the classroom two to three days after implementing the intervention

– Schedule first post implementation meeting (2 weeks out).


Meeting # 2

Review Questions

Chapter 5

• Name one Prevent intervention, 1 Teach intervention, and 1 Reinforce intervention.

• What 3 things must be done by the end of the meeting?


Meeting # 2

EVALUATION (ONGOING)

& REVISION (AS NECESSARY)

Chapter 6

• First Post-Intervention Meeting

– Should be held two weeks after interventions have been implemented with at least 80% accuracy

• PTR Training Checklist

• PTR Fidelity of Implementation

– Have classroom teachers complete:

• PTR Self-Evaluation: Social Validity Form (pg. 120)

– Review the post-intervention data using:

• PTR Behavior Rating Scale (BRS)

– Make data-based decisions

Meeting # 3

Appendices 5.5, 5.6, 6.1, & 3.2

Evaluation & Possible Revision

Questions to Ask

Chapter 6

• Is it working? (think about daily ratings of behavior, continuous progress monitoring on the BRS and other data collection forms)

• Is it being implemented consistently and accurately?

• Is more data needed?

• Does the plan need to be modified or expanded?

Meeting # 3

BRS Completed: T.S.

Final Thoughts: System Changes

• The process may require more time up front, but less time overall

– Must provide assistance in the classroom until successful plan

– Will pay off in the end

• Teams more likely to implement the plan if:

– Ownership

– Fits the class and the student

– Continued Contact

Optimist Closure

prevent-teach-reinforce (ptr)

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