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Using the Prevent-Teach-Reinforce for Secondary (PTR-SEC) Model for High School Students with Autism Spectrum DisordersDeenihan, Deanna 21 March 2019 (has links)
This study evaluated the use of the Prevent-Teach-Reinforce for Secondary (PTR-SEC) model as an individualized Tier 3 intervention within the School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in three high school classrooms. Three teaching staff (two teachers and one instructional aide) and three students with autism spectrum disorders participated in the study. The study examined the degree to which the classroom staff implemented the PTR intervention plan with fidelity and its impact on the students’ behaviors, using a multiple baseline across participants design. The results indicated that the teaching staff implemented the PTR intervention plan with high levels of fidelity, and their implementation of the intervention plan led to decreases in problem behavior and increases in replacement behavior across all three participating students with ASD. The PTR-SEC teams found the PTR-SEC intervention to be acceptable and satisfactory; all three staff expressed interest in continuing to implement the PTR intervention plan after completion of the study.
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Managing Behavior in Middle School Special Education Classrooms Using CW-FIT MS: A Single Subject StudyJohnson, Kelsey Ann 07 December 2023 (has links) (PDF)
Teachers have the responsibility of managing the behavior in their classrooms. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been generalized to a variety of classroom settings, among a range of ages and types of classes; however, the literature on its efficacy in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in special education classrooms at a middle school. Two teachers of eighth grade special education math classes chose to participate in the study. One teacher alternated between using an audible and inaudible timer, and the other teacher used variations of CW-FIT with a self-management component. Results showed an increase in student on-task behavior and in teacher praise-to-reprimand ratios. There was not a significant difference in student on-task behavior nor teacher praise-to-reprimand ratios between CW-FIT conditions with an audible versus inaudible timer; there was not a significant difference between CW-FIT conditions and self-management conditions. Both teachers and most students indicated that they found the intervention to be socially valid. Further research into the efficacy of CW-FIT in special education classrooms is recommended.
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An Evaluation of the Prevent-Teach-Reinforce Model within a Multi-Tierred Intervention SystemBarnes, Sara Amanda 18 March 2015 (has links)
This study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of three children who are typically developing with behavioral challenges in a high-need elementary school setting. Specifically, this study evaluated the use of the PTR model as an intensive individualized Tier 3 intervention within a multi-tiered intervention system. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed as a feasible daily progress monitoring tool in conjunction with the PTR model. Social validity and fidelity of intervention implementation were also assessed. A multiple baseline across participants was employed to evaluate the impact of implementation of the model on the children's behaviors. The results of the study indicated that the PTR model was effective in reducing problem behaviors and increasing the use of replacement behaviors for all three participants. In addition, the IBRST completed by the teachers was found to have a substantial correlation to data collected during direct observations.
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