Graduation Year

2010

Document Type

Thesis

Degree

M.A.

Degree Granting Department

Child and Family Studies

Major Professor

Kwang-Sun Cho Blair, Ph.D.

Co-Major Professor

Kim Crosland, Ph.D.

Committee Member

Rose Iovannone, Ph.D.

Keywords

Problem Behavior, Family Based Behavior Intervention, Functionally Equivalent Alternative, Generalization, Implementation Fidelity

Abstract

This study involved families of young children with autism spectrum disorders to

examine the feasibility of implementing an adapted version of the school-based Prevent-Teach-

Reinforce (PTR) model. This research included two families who developed and implemented the

intervention for their children in collaboration with the researcher. The PTR manual was modified

for use in a family context. The PTR intervention was tested using a multiple baseline design

across routines. Procedural fidelity was assessed during training and coaching, as well as family

implementation fidelity and social validity. To examine the potential efficacy of the adapted PTR

intervention, the children’s target problem behavior and functionally equivalent alternative

behavior were measured using video observation across experimental conditions including a

generalization probe. Results indicated that the adapted PTR model is associated with reduction

in child problem behavior and increases in alternative behavior. This study expanded the current

research on the PTR model and extended its use to a novel setting and population so that a

standardized model for positive behavior support implementation can be developed in the family

context.

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