ERIC Number: EJ1082217
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Effects of Prevent-Teach-Reinforce on Academic Engagement and Disruptive Behavior
DeJager, Brett W.; Filter, Kevin J.
Journal of Applied School Psychology, v31 n4 p369-391 2015
This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions were implemented with fidelity by all teachers and P-T-R was associated with mean decreases in disruptive behavior for all participants with Tau-U effect sizes ranging from minimal to strong. All three participants demonstrated mean increases in academic engagement with strong effect sizes. P-T-R interventions were associated with moderate to high levels of perceived social validity. Implications for consistent and efficient FBA-based interventions in schools are discussed.
Descriptors: Program Effectiveness, Teaching Methods, Reinforcement, Behavior Modification, Kindergarten, Grade 4, Grade 5, Elementary School Students, Rural Schools, Fidelity, Behavior Problems, Learner Engagement, Effect Size, Positive Behavior Supports, Functional Behavioral Assessment, Observation, Likert Scales, Goal Orientation, Check Lists, Interviews, Intervention
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Minnesota
Identifiers - Assessments and Surveys: Systematic Screening for Behavior Disorders
Grant or Contract Numbers: N/A