Prevent-Teach-Reinforce for Young Children

The Early Childhood Model of Individualized Positive Behavior Support

Second Edition

by Glen Dunlap, Ph.D., University of Nevada, Reno
Kelly Wilson, M.A., ECC, Pyramid Model Consortium
Phillip Strain, Ph.D., University of Denver
Janice K. Lee, Ph.D., University of Nevada, Reno

Foreword by Erin Barton

Contents

• About the Downloads
• About the Authors
• Foreword Erin Barton, Ph.D.
• Acknowledgments

Section I Foundations of Prevent-Teach-Reinforce for Young Children

Chapter 1 Introduction to Prevent-Teach-Reinforce

• Guiding Beliefs and Principles
• Healthy Social Development as an Essential Foundation
• Inclusion
• Prevention
• Comprehensiveness
• Family Centeredness
• Understanding Challenging Behavior
  • Principle 1: Challenging Behaviors Are Communicative
  • Principle 2: Challenging Behaviors Are Maintained by Their Consequences
  • Principle 3: Challenging Behaviors Occur in Context
• The Process of Prevent-Teach-Reinforce for Young Children
  • Step 1: Teaming and Goal Setting
  • Step 2: Data Collection
  • Step 3: PTR-YC Assessment (Functional Behavioral Assessment)
  • Step 4: PTR-YC Intervention
  • Step 5: Using Data and Next Steps
• Research Foundations
• Summary
• Appendix: Key Terms

Chapter 2 Engaging Families in the PTR-YC Process

• How to Engage Families
• Families as Partners: Getting Ready
• Families as Consultants: Goal Setting and Data Collection
• Families as Informants: PTR-YC Assessment
• Families as Teachers: PTR-YC Intervention
• Families as Collaborators: Using Data and Next Steps
• Summary
• Appendix: Case Examples

Chapter 3 Preventive Classroom Practices

• Classroom Readiness
• Five Preventative Classroom Practices
• Summary

Chapter 4 Interim Procedures for Managing Dangerous Behaviors

• Safety
• Redirection (Antecedent Manipulations)
• Summary

Section II Implementing Prevent-Teach-Reinforce for Young Children

Chapter 5 Step 1: Teaming and Goal Setting

• Teaming
• Planning Meetings
• Goal Setting

Chapter 6 Step 2: Data Collection

• Importance of Data Collection
• Behavior Rating Scale
• Summary

Chapter 7 Step 3: PTR-YC: Assessment (Functional Behavioral Assessment)

• Individualized Assessment
• Summarizing the Functional Behavioral Data

Chapter 8 Step 4: PTR-YC Intervention

• Individualized Interventions and the Behavior Intervention Plan
• Summary of PTR-YC Intervention Strategies

Chapter 9 Step 5: Using Data and Next Steps

• Data-Based Decision Making
• Sustainability

References

Appendix A: Intervention Strategies

Appendix B: Case Example: Joel

Appendix C: Case Example: Jessi

Appendix D: Case Example: Ethan

Appendix E: Case Example: Hasani

Index

Foundations of Prevent-Teach-Reinforce

Introduction

This book is the second edition of Prevent-Teach-Reinforce for Young Children (PTR-YC). The first edition was published in 2013. The authors remain the same, as do the basic model and procedures of PTR-YC. However, in the years since the first edition was published, we have learned a great deal about the workings of PTR-YC from our own experience and from the feedback we have received from thousands of people who have read the book and implemented the PTR-YC process. We received some valuable recommendations for improving the descriptions of the process and about aspects of the model that could be emphasized. Although the PTR-YC model has not changed, the second edition incorporates worthwhile suggestions for increasing fidelity and for addressing certain points in the process that have been tricky for some implementers.

When we use the term challenging behaviors, we are referring to actions or behavior patterns that cause interference with a child’s ability to engage in positive relationships, form friendships, play with others, and learn expected skills. The most common kinds of behaviors include throwing objects, hitting, yelling, and running. PTR-YC is meant for children who exhibit repeated patterns of challenging behaviors over a period of weeks that are unresponsive to typical guidance and redirection.

Guiding Beliefs and Principles

• Healthy Social Development as an Essential Foundation
• Inclusion
• Comprehensiveness
• Family Centeredness
• Prevention

Understanding Challenging Behavior

• Principle 1: Challenging Behaviors Are Communicative
• Principle 2: Challenging Behaviors Are Maintained by Their Consequences
• Principle 3: Challenging Behaviors Occur in Context

The Process of Prevent-Teach-Reinforce for Young Children

• The process involves systematic strategies that enable teams to assess and intervene in a child’s challenging behaviors effectively. Each step in the process requires careful planning and commitment from the involved team members.