Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support / Edition 2

by Glen Dunlap

Overview

Solve serious behavior challenges in K–8 classrooms with the updated second edition of this bestselling book, your practical, user-friendly guide to the Prevent-Teach-Reinforce (PTR) model. Developed by highly respected experts on positive behavior support, this research-proven model gives your school team a step-by-step blueprint for reducing problems unresolved by typical behavior management strategies. You'll get explicit guidance and strategies for implementing all five steps of PTR: 1) teaming and goal-setting, 2) collecting data, 3) conducting a PTR Functional Behavioral Assessment, 4) developing a PTR behavior intervention plan, and 5) monitoring progress and making data-based decisions. Enhanced with new research on PTR and fresh content on timely topics like multi-tiered systems of support, this guidebook will help you resolve even the toughest behavior challenges—and improve social and academic outcomes for your whole class.

BENEFITS OF PTR:

• 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
• structured and explicit, with five systematic steps that take you beyond tips and strategies
• consistent with positive behavior support and derived from the principles of applied behavior analysis
• easily adaptable to the needs and goals of each individual student
• effective for both typically developing students and learners with disabilities and other challenges

WHAT'S NEW
New and enhanced material on:

• Using multi-tiered systems of support (MTSS)
• Implementing evidence-based classroom strategies
• Becoming an effective team facilitator
• Collaborating as a strong, cohesive team
• Monitoring progress with the Individualized Behavior Rating Scale Tool
• Developing successful behavior intervention plans
• Creating useful task analyses
• Making data-based decisions

Plus: new case examples that illustrate components of PTR, two in-depth case studies, and new and revised forms (also available online for easy download)

Read Full Overview

Product Details

ISBN-13:	9781681250847
Publisher:	Brookes Publishing
Publication date:	09/01/2018
Edition description:	New
Pages:	216
Product dimensions:	8.50(w) x 10.90(h) x 0.40(d)

About the Author

Glen Dunlap, Ph.D., has been involved with individuals with disabilities for more than 45 years and has served as a teacher, administrator, researcher, and university faculty member. He 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 250 articles and book chapters, co-edited numerous books, and served on 15 editorial boards. He was one of the founders of the Association for Positive Behavior Support, and served terms as treasurer and president of that organization. He is also the lead author on each of the books in the PTR series. Dr. Dunlap was a founding editor of the Journal of Positive Behavior Interventions and served for 10 years as the editor of Topics in Early Childhood Special Education. Dr. Dunlap lives in Reno, NV and is affiliated with the University of Nevada, Reno.

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 behavior support, augmentative and alternative communication, and assessment and evaluation.

Donald Kincaid, Ed.D., Assistant Program Director and 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. Kincaid is the director of the Florida Positive Behavior Support Project and the Principal Investigator of the Prevent-Teach-Reinforce model. He is also a collaborator and principal investigator for the University of South Florida's subcontract with the Technical Assistance Center for Positive Behavioral Interventions and Supports. He also serves as the co-principal investigator on Florida's Center for Inclusive Communities, a University Center for Excellence in Developmental Disabilities. His primary interests are in applying positive behavior support approaches for individual students, classrooms, and entire schools. Much of his professional activity involves coordinating systems change efforts at a local, state, and national level to support the implementation of evidence-based practices. Dr. Kincaid also teaches at the university level and serves on a number of editorial and advisory boards in the area of positive behavior support.

Kelly Wilson, M.A., is a trainer, consultant, and researcher currently working with the Pyramid Model Consortium and Brookes-On-Location. Ms. Wilson provides training and consultation in Early Childhood Education programs that includes administrators and leaders, program directors, staff, teachers, and families to support implementation of Pyramid Model, all Prevent-Teach-Reinforce (PTR) products and systems change. Previously, Ms. Wilson worked for the University of Colorado Denver for 13 years as a research assistant. She spent 5 years working on PTR research by supporting staff, teachers, and families with children with severe and persistent challenging behavior. She also worked as a consultant for Learning Experiences: An Alternative Program for Preschoolers and Parents (LEAP) Outreach Project, providing consultation in early childhood to preschools and elementary schools serving children with autism and challenging behaviors. Ms. Wilson has been involved in almost every aspect of early childhood with an emphasis on challenging behaviors and inclusive education. She is the mother of four extraordinary children who all have Fragile X Syndrome and has gained experience with challenging behavior at a personal and professional level.

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.

Phillip Strain, Ph.D., is James C. Kennedy Endowed Chair in Urban Education at the Morgridge College of Education and Director of the Positive Early Learning Experiences Center at the University of Denver. Dr. Strain is the author of more than 300 professional papers that have focused on young children with autism, prevention of challenging behavior, and inclusion practices. In his 4 decades in the field, he has been a teacher, early intervention program administrator, and university professor. Dr. Strain's research on challenging behavior and autism has received more than $80 million dollars in grant support, and this work has garnered multiple career achievement awards.

Tim Knoster, Ed.D., is a professor at the McDowell Institute for Teacher Excellence in Positive Behavior Support in the College of Education at Bloomsburg University of Pennsylvania. The McDowell Institute emphasizes the translation of research on multi-tiered systems of support—most specifically, positive behavior intervention and support—into practice in schools. Dr. Knoster has also served as Executive Director of the International Association for Positive Behavior Support since its inception in 2003. Dr. Knoster (or Tim, as he prefers) has been involved with preservice and in-service teacher training for more than 30 years. He has worn many hats throughout his career, including the role of an instructor of undergraduate and graduate courses, a classroom teacher in the public schools, Director of Student Support Services and Special Education, and Principal Investigator as well as Program Evaluator on federal projects focused on classroom and student-centered behavior intervention and support. Specifically relevant to this book, Dr. Knoster has extensive experience in providing professional development for classroom teachers and has been the recipient of numerous awards for his endeavors in this regard. He has extensively published and provided training for educators and staff from various child-serving systems in the application of positive behavior support in schools and community-based settings. Dr. Knoster has an uncanny ability to help teachers interpret the research literature on behavioral matters in a way that enables them to translate that same research into practical strategies and approaches in their classrooms.

Read an Excerpt

https://brookespublishing.com/wp-content/uploads/2021/01/Dunlap_2e_excerpt.pdf

Table of Contents

About the Downloadable Materials
About the Authors
Foreword Tim P. Knoster
Acknowledgments

Chapter 1 Introduction to Prevent-Teach-Reinforce
Chapter 2 Teaming and Goal Setting

• Appendix 2.1 PTR Goal Setting: Team Form
• Appendix 2.2 PTR Goal Setting: Facilitator Form

Chapter 3 Data Collection

• Appendix 3 Step 2: Individualized Behavior Rating Scale Tool

Chapter 4 PTR Functional Behavioral Assessment

• Appendix 4.1 PTR Functional Behavioral Assessment Checklist
• Appendix 4.2 PTR Functional Behavioral Assessment Summary Table

Chapter 5 PTR Behavior Intervention Plan

• Appendix 5.1 PTR Intervention Checklist
• Appendix 5.2 PTR Intervention Scoring Table
• Appendix 5.3 Task Analysis of PTR Behavior Intervention Plan
• Appendix 5.4 PTR Plan Assessment (Coaching/Fidelity)

Chapter 6 Progress Monitoring and Data-based Decision Making

• Appendix 6 Decision-Making Tree for Reviewing PTR Data

Appendix A Prevent Interventions
Appendix B Teach Interventions
Appendix C Reinforce Interventions
Appendix D Case Study: Anthony Appendix E Case Study: Logan

References
Index

Editorial Reviews

PTR provides the guide for developing individualized interventions for students with challenging behavior that are effective and feasible for implementation in the classroom. There is no other resource that provides the team with the practical step-by-step process they need to develop and implement behavior intervention plans that work for students and teachers.

Lise Fox

“Dunlap and his colleagues have done it again. The PTR model distills the practices of ABA and the philosophy of positive behavior support into an effective set of strategies that can be implemented by school teams. This evidence-based approach to SWPBIS provides school teams with the information that they need to create school communities that meet the needs of all students. I recommend this book to educators interested in building inclusive and supportive school communities.

Ph.D. Ilene S. Schwartz

"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."

Vicky Woods

"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."

Inclusive School Works, Blacksburg, Virginia. - Rachel Janney

"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."

Director, Community Consultation Program, Strong Center for Developmental Disabilities, University of Rochester Medical - Jennifer Zarcone

"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."

University of Oregon - Robert H. Horner

"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."

Researcher in Residence, Department of Teaching and Learning, University of Louisville - C. Michael Nelson

"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."

Bloomsburg University - Tim Knoster