Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support / Edition 1

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Overview

Solve serious behavior challenges in K-8 classrooms with this easy-to-use book, the first practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. Developed by some of the most respected authorities on positive behavior support, this innovative model gives school-based teams a five-step plan for reducing problems unresolved by typical behavior management strategies. With this thorough blueprint for PTR, education professionals will learn how to prevent behavior problems by adjusting the curriculum and environment; teach proactive communication skills; and reinforce prosocial behavior and academic achievement. This highly successful model is proven effective by research and field testing in real classrooms PTR was shown to reduce behavior problems and increase evidence of social skills and academic engagement detailed and explicit, with five systematic steps that take educators beyond tips and strategies (see box) consistent with the popular positive behavior support approach and derived from the principles and many procedures of applied behavior analysis easily adaptable to the needs and goals of each individual student effective for a wide variety of students: typically developing students and those who have autism, learning disabilities, intellectual disabilities, emotional and behavioral disorders, and other challenges On the included CD-ROM are all the printable forms and tools needed to implement PTR, such as Behavior Support Plan templates and a Functional Behavioral Assessment. With this comprehensive model, education professionals will resolve even the toughest classroom behavior challenges and remove a significant barrier to effective teaching and student achievement.
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Editorial Reviews

Vicky Woods

"Prevent-Teach-Reinforce is exactly what school teams need in order to develop effective behavior plans . . . These are the processes every administrator or special education team would hope to develop within a school structure."
Bloomsburg University - Tim Knoster
"Describes the science of behavior change in a manner that is effective and user friendly . . . Teachers should find the approach and examples in this book helpful in addressing behavioral concerns in the classroom."
Researcher in Residence, Department of Teaching and Learning, University of Louisville - C. Michael Nelson
"Written in teacher-friendly language, with clear, practical suggestions and concrete examples . . . this book is a must read for school teams planning for students with challenging behavior."
University of Oregon - Robert H. Horner
"Logical and clear. Of special value is the wealth of examples and specific intervention suggestions that will make this text immediately useful for teachers, families and behavior specialists."
Director, Community Consultation Program, Strong Center for Developmental Disabilities, University of Rochester Medical - Jennifer Zarcone
"Provides school teams with 5 straightforward steps for implementing effective interventions . . . It is a must-have for every teacher working with difficult-to-manage children."
Inclusive School Works, Blacksburg, Virginia. - Rachel Janney
"An outstanding guide to behavioral support for school-based teams . . . This book will be a valuable resource to teachers and parents of students with challenging behavior."
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Product Details

  • ISBN-13: 9781598570151
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 12/1/2009
  • Edition number: 1
  • Pages: 152
  • Sales rank: 192,721
  • Product dimensions: 8.30 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

Kathy Christiansen joined Florida’s Positive Behavior Support Project in 2008 as a Technical Assistant Specialist. She provides consultation, training and technical assistance to school districts throughout the state of Florida on positive behavior supports across all three tiers. Prior to joining the project, Kathy served as a Behavior Research Specialist with the Prevent-Teach-Reinforce research project, a school-based model of individualized positive behavior support, funded through the Institute of Education Sciences, US Department of Education.

Glen Dunlap, Ph.D., Research Professor, Division of Applied Research and Educational Support (DARES), Department of Child & Family Studies, Florida Mental Health Institute, University of South Florida, Tampa, Florida 33612-3899

Dr. Dunlap is a research professor at the University of South Florida, where he works on several research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities, and family support. He has been involved with individuals with disabilities for more than 35 years and has served as a teacher, administrator, researcher, and university faculty member. Dr. Dunlap has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 185 articles and book chapters, coedited four books, and served on 15 editorial boards. Dr. Dunlap was a founding editor of the Journal of Positive Behavior Interventions and is the current editor of Topics in Early Childhood Special Education. He moved to Reno, Nevada, in 2005, where he continues to work on research and training projects as a member of the faculty at the University of South Florida.

Carie English, Ph.D., 3315 West Pearl Avenue, Tampa, Florida 33611

Dr. English consults with and provides training to individuals and schools to develop and implement function-based interventions at all tiers of the behavioral triangle. As a research assistant professor of Child & Family Studies at the University of South Florida, she served as a behavior consultant with the Prevent-Teach-Reinforce Project and with the Florida Positive Behavior Support Project. Dr. English specializes in training and consultation with students with severe problem behavior. She has published in the area of functional assessment, functionally derived interventions, and positive behavior support and has taught courses at the university level on behavioral interventions.

Rose Iovannone, Ph.D., Assistant Professor, Division of Applied Research and Educational Support (DARES), Department of Child & Family Studies, Florida Mental Health Institute, University of South Florida, 13301 Bruce B. Downs Boulevard, MHC 2113A, Tampa, Florida 33612-3899

Dr. Iovannone is currently the director of the Prevent-Teach-Reinforce (PTR) Project. She has also served as the co-principal investigator on a University of South Florida (USF) subcontract for the Professional Development in Autism Project funded by Office of Special Education Programs (OSEP) and Assistant Director for the Center for Autism and Related Disabilities (CARD) at USF. She has published several journal articles and book chapters in the areas of functional assessment, function-based support plans, and positive behavior support and is currently working on numerous manuscripts related to preliminary outcomes of the PTR project. She teaches graduate-level courses on behavioral interventions. As an expert in providing support at the tertiary level, Dr. Iovannone is also a well-respected trainer and consultant. She has extensive experience in working with individuals with autism, learning disabilities, and emotional disabilities. Her principal activities and research interests have been in the areas of functional behavior assessment and positive behavio

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Table of Contents

CD-ROM Contents
About the Authors
Foreword George Sugai
Acknowledgments

1: Introduction to PTR

2: Teaming

Appendix 2.1: PTR Classroom Team Survey
Appendix 2.2: PTR Teacher Work Style Survey
Appendix 2.3: PTR Paraeducator Work Style Survey
Appendix 2.4: PTR Work Style Score Comparison Sheet

3: Goal Setting and Data Collection

Appendix 3.1: PTR Goal-Setting Form
Appendix 3.2: PTR Behavior Rating Scale

4: Functional Behavior Assessment

Appendix 4.1: PTR Functional Behavior Assessment Checklist
Appendix 4.2: PTR Functional Behavior Assessment Summary Table

5: Behavior Intervention Plan

Appendix 5.1: PTR Intervention Checklist
Appendix 5.2: PTR Intervention Scoring Table
Appendix 5.3: PTR Behavior Intervention Plan Hypothesis
Appendix 5.4: PTR Behavior Intervention Plan
Appendix 5.5: PTR Training Checklist
Appendix 5.6: PTR Fidelity of Implementation

6: Evaluation

Appendix 6.1: PTR Self-Evaluation: Social Validity

References
Index

CD-ROM ContentsPrevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support features a CD-ROM containing printable versions of the following PDF files. All forms denoted by an asterisk (*) are fillable.

Appendix 2.1 PTR Classroom Team Survey
Appendix 2.2 PTR Teacher Work Style Survey
Appendix 2.3 PTR Paraeducator Work Style Survey
Appendix 2.4 PTR Work Style Score Comparison Sheet
Appendix 3.1 PTR Goal-Setting Form*
Appendix 3.2 PTR Behavior Rating Scale
Appendix 4.1 PTR Functional Behavior Assessment Checklist*
Appendix 4.2 PTR Functional Behavior Assessment Summary Table*
Appendix 5.1 PTR Intervention Checklist*
Appendix 5.2 PTR Intervention Scoring Table*
Appendix 5.3 PTR Behavior Intervention Plan Hypothesis*
Appendix 5.4 PTR Behavior Intervention Plan*
Appendix 5.5 PTR Training Checklist*
Appendix 5.6 PTR Fidelity of Implementation*
Appendix 6.1 PTR Self-Evaluation: Social Validity

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