Degree Granting Department
Child and Family Studies
Kwang-Sun Blair, Ph.D.
Rose Iovanonne, Ph.D.
Kimberly Crosland, Ph.D.
feasibility, early childhood, PTR, PBS, challenging behavior
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
Scholar Commons Citation
Kulikowski, Laura L., "An Evaluation of the Prevent-Teach-Reinforce (PTR) Model in a Community Preschool Setting" (2010). Graduate Theses and Dissertations.