Graduation Year

2010

Document Type

Thesis

Degree

M.A.

Degree Granting Department

Child and Family Studies

Major Professor

Kwang-Sun Blair, Ph.D.

Co-Major Professor

Rose Iovanonne, Ph.D.

Committee Member

Kimberly Crosland, Ph.D.

Keywords

feasibility, early childhood, PTR, PBS, challenging behavior

Abstract

This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model with

two four-year-old children in a community preschool classroom. A multiple baseline

design across activities was used to assess the teacher implementation of the behavior

intervention strategies developed during the PTR team process and the changes in child

problem behavior and engagement. Additional measures associated with the outcomes,

such as researcher procedural integrity and social validity were assessed. The results

suggest that the team of teachers were able to implement the PTR intervention with

fidelity, which resulted in a decrease in the children’s problem behavior and an increase

in their engagement. The PTR process was deemed feasible and acceptable by the

teaching staff, and that the child behavioral outcomes were evaluated as acceptable by

naïve observers.

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