Degree Granting Department
Child and Family Studies
Kwang-Sun Cho Blair, Ph.D.
Kim Crosland, Ph.D.
Rose Iovannone, Ph.D.
Problem Behavior, Family Based Behavior Intervention, Functionally Equivalent Alternative, Generalization, Implementation Fidelity
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
Scholar Commons Citation
Sears, Kacie M., "Using the Prevent-Teach-Reinforce Model With Families of Children With Autism" (2010). Graduate Theses and Dissertations.