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