An Evaluation of the Prevent-Teach-Reinforce (PTR) Model in a Community Preschool Classroom

• 영문명: An Evaluation of the Prevent-Teach-Reinforce (PTR) Model in a Community Preschool Classroom
• 발행기관: 한국행동분석학회
• 저자명: Laura L. Kulikowski Kwang-Sun Cho Blair Rose Iovannone Kimberly Crosland
• 간행물 정보: 『행동분석·지원연구』제2권 제1호, 1~22쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.07.31

영문 초록

This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model, an individualized behavior intervention process, with two teachers and two 4-year-old children in a community preschool classroom. A multiple baseline design across routines was employed to assess teachers’ implementation of the PTR intervention and changes in child behavior. Additional measures associated with the PTR process and outcomes, such as procedural integrity and social validity, were obtained. The results suggest that the team of teachers implemented the PTR intervention with fidelity, which resulted in the target child’s decreased problem behavior and increased engagement in routines or activities. In addition, there was some evidence that the teachers generalized the PTR intervention to a non-target child. The PTR intervention was evaluated as feasible and acceptable by the teachers, and the children’s behavioral outcomes and teachers’ use of the intervention strategies were evaluated as acceptable by na？ve observers.

목차

Ⅰ. Method

Ⅱ. Results

Ⅲ. Discussion

키워드

Prevent-Teach-Reinforce PTR problem behavior positive behavior support function-based intervention 문제행동 긍정적 행동지원 기능중심중재