Graduation Year

2016

Degree

M.A.

Degree Name

Master of Arts (M.A.)

Degree Granting Department

Child and Family Studies

Major Professor

Kimberly Crosland, Ph.D.

Committee Member

Kwang-Sun C. Blair, Ph.D.

Committee Member

Rose Iovannone, Ph.D.

Keywords

Behavior Intervention Planning, Emotional Behavioral Disorder, Functional Behavior Assessment, High School Setting, Multi-Tiered System of Support

Abstract

Current research shows that school’s behavior intervention plans are lacking in key components, indicating a need for a standardized model of assessment that sustains teacher adherence, acceptance, and feasibility. Prevent-Teach-Reinforce (PTR) is a model that combines the principles of applied behavior analysis and positive behavior support to provide a standardized approach to conducting a functional assessment and creating a behavior plan. Studies have indicated that PTR is effective in improving student behavior and academic engagement. The current study evaluated the use of PTR for three high school students classified as emotional behavioral disorder (EBD). Results indicated that teacher-implemented functional assessment and intervention planning through the use of PTR was effective at creating substantial reductions in problem behaviors and improvements in replacement behaviors for all three students. In addition, teachers were able to implement the interventions with high levels of fidelity, and social validity scores obtained from both the teachers and students indicated that the acceptability of the PTR procedures and results was relatively high.

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