Title

Effects of Prevent-Teach-Reinforce on Academic Engagement and Disruptive Behavior

Authors

Brett William DeJager, Minnesota State University, MankatoFollow
Kevin Filter, Minnesota State University, MankatoFollow

Document Type

Article

Publication Date

2015

Abstract

This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions were implemented with fidelity by all teachers and P-T-R was associated with mean decreases in disruptive behavior for all participants with Tau-U effect sizes ranging from minimal to strong. All three participants demonstrated mean increases in academic engagement with strong effect sizes. P-T-R interventions were associated with moderate to high levels of perceived social validity. Implications for consistent and efficient FBA-based interventions in schools are discussed.

Department

Psychology

Publication Title

Journal of Applied School Psychology

Recommended Citation

DeJager, B. W., & Filter, K. J. (2015). Journal of Applied School Psychology, 31 (4), 369-391. Effects of Prevent-Teach-Reinforce on Academic Engagement and Disruptive Behavior. Journal of Applied School Psychology, 31(4), 369-391.

DOI

10.1080/15377903.2015.1084966

Link to Publisher Version (DOI)

http://dx.doi.org/10.1080/15377903.2015.1084966

Publisher's Copyright and Source

Copyright © 2015 Taylor and Francis Group, LLC. Article published by Taylor and Francis in Journal of Applied School Psychology, volume 31, issue number 4, 2015, pages 369-391. Available online: http://dx.doi.org/10.1080/15377903.2015.1084966