This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model with
two four-year-old children in a community preschool classroom. A multiple baseline
design across activities was used to assess the teacher implementation of the behavior
intervention strategies developed during the PTR team process and the changes in child
problem behavior and engagement. Additional measures associated with the outcomes,
such as researcher procedural integrity and social validity were assessed. The results
suggest that the team of teachers were able to implement the PTR intervention with
fidelity, which resulted in a decrease in the children’s problem behavior and an increase
in their engagement. The PTR process was deemed feasible and acceptable by the
teaching staff, and that the child behavioral outcomes were evaluated as acceptable by
naïve observers.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-4806 |
| Date | 18 October 2010 |
| Creators | Kulikowski, Laura L. |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
| Rights | default |
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