An Experimental Analysis of Prevent-Teach-Reinforce for Families (PTR-F)

• Published in: Topics in early childhood special education Vol. 41; no. 2; pp. 115 - 128
• Main Authors: Joseph, Jaclyn D., Strain, Phillip S., Dunlap, Glen
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.08.2021; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Behavior Modification; Behavior Problems; Child Behavior; Child Care Centers; Early childhood education; Families & family life; Family (Sociological Unit); Family Attitudes; Family Involvement; Family Programs; Fidelity; Intervention; Positive Behavior Supports; Preschool Children; Program Effectiveness; Program Implementation; Research methodology; Special education; Student behavior; experimental studies; intervention strategies; assessment; inclusion; behavioral; research methodologies; single-subject designs; family-centered; families; evidence-based practices
• ISSN: 0271-1214; 1538-4845
• DOI: 10.1177/0271121419847760

A single-case withdrawal design replicated across three families was used to evaluate the impact of the manualized Prevent-Teach-Reinforce for Families (PTR-F) process for addressing challenging behavior. Results across three families showed that (a) families reached high-fidelity implementation of the behavior support plans (BSPs) developed using the PTR-F process, (b) functional relations existed between parent implementation of the BSP strategies and child behavior, and (c) families perceived the PTR-F process and the BSPs as socially valid. Our results replicated findings from prior research on the general efficacy of the PTR process when extended to its use by adult family members in home settings. Implications for practice and future research are discussed.