Prevent-Teach-Reinforce (PTR)

Report
Barbara Kelley,
California PBIS Coordinator
Changing Lives
Santa Clara Office of Education:
Northern California PBIS
Symposium
CalTAC, INC. is a nonprofit organization committed
to providing professional development opportunities
and technical assistance for building internal capacity
in identifying, adopting, and sustaining effective
systemic change; which promotes positive pro-social
cultures through coaching, conversation, facilitation
and artful leadership.
It’s human nature to stretch, to go, to see, to understand. Exploration
is not a choice, really; it’s an imperative.
— Michael Collins, flew on Gemini 10 and Apollo 11
Step 1: Team Building
Step 1: PTR-YC Team/Goal Setting
Step 2: Goal Setting/Data Collection
Step 2: PTR-YC Data Collection
Step 3: Assessment
Step 3: PTR-YC Assessment
Step 4: Intervention Planning/Coaching
Step 4: PTR-YC Intervention
Step 5: Evaluation
Step 5: PTR-YC Using Data and Next Steps
Roles and Responsibilities
Working Agreement
Norms of Collaboration
Silently read all the Tips for Step 2: Goal Setting and Behavior Rating
Scale - highlight MIP’s
When everyone is finished reading, the person next to the “Trekie”
with the longest arms, becomes the mind melder
“Mind Melder” reads one MIP
The team member on the left comments on the MIP and in a
clockwise direction everyone comments on the MIP
The “Mind Melder” will complete the circle by explaining why they
chose the MIP
Step 2: Goal Setting
and Data Collection
Tip #1:
For many teams, the development of broad goals represents a critical perspective shift. In developing
broad goals, the team members no longer view their sole job as stopping a student’s challenging
behavior.
Tip #2:
A good short-term goal is one that all team members are enthusiastic about achieving..
Tip #3:
Short-term goals focus on two areas: the specific challenging behaviors(s) to be decreased and the
appropriate behavior the student should demonstrate in lieu of the challenging behavior (i.e. desired
replacement behavior). Teams always should included both in the PTR process.
Tip#4:
Behavior Rating Scales (BRS) are most successful when the target behavior is clearly defined, the best
method for measuring the behavior is selected and accurate points are established.
Step 3: Assessment
Functional Behavioral Assessement
Prime Directive:
The P-T-R FBA
is your
Prime
Directive
It is most logical that
this would be the
end of the first day
of PTR training.
When Rachel is given an independent
writing assignment, she will get out of
her seat, wander around the room,
and talk to peers until the teacher
sends her to the behavior specialist. As
a result, she is able to escape her work
and obtain attention from the
behavior specialist.
Note: each intervention strategy MUST match the results from the
PTR functional behavioral assessment and DOABLE in the
classroom
Identify at least one Prevent, Teach and
Reinforce Intervention
• Develop a step-by-step plan to implement
the interventions
• Develop a plan for training and technical
assistance
• Develop a measure of fidelity of
implementation
•
Training and Fidelity Checklist
Task Analysis of Intervention
Did the implementer
complete the step?
Prevent
1.
2.
3.
Yes or No
Yes or No
Yes or No
Teach
1.
2.
3.
Yes or No
Yes or No
Yes or No
Reinforce
1.
2.
3.
Intervention
Strategy
Yes or No
Yes or No
Yes or No
ADHERENCE
At a minimum, is it
being implemented?
Y
N
NA
Total
ADHERENCE
Score
QUALITY
How well is it being
implemented?
Intervention
Strategy Score
(add Y’s then divide b
Y’s + N’s)
Y N NA
Total
QUALITY
Score
Total
FIDELITY
Score
Are the hats really
necessary, Jim?
They do not flatter
either of us.
You are
missing the
point Spock.
The point? Are you
implying that they
serve some purpose.
1. Given this student’s behavior problems, how acceptable do you find the PreventTeach-Reinforce behavior plan?
2. How willing are you to carry out this behavior plan?
3. To what extent do you think there might be disadvantages in following this plan?
4. How much time will be needed each day for you to carry out this behavior plan?
5. How confident are you that the behavior plan will be effective for this student?
6. How likely is this behavior plan to make permanent improvements in this student’s
behavior?
7. How disruptive will it be to carry out this behavior plan?
8. How much do you like the procedures used in the proposed behavior plan?
9. How willing will other staff members be to help carry out this behavior plan?
10. To what extent are undesirable side effects likely to result from this behavior plan?
11. How much discomfort is this student likely to experience during this behavior plan?
12. How willing would you be to change your routines to carry out this behavior plan?
13. How well will carrying out this behavior plan fit into the existing routine?
14. How effective will the intervention be in teaching your student appropriate
behavior?
15. How well does the goal of the intervention fit with the team’s goals to improve the
student’s behavior?
Positive Behavior
Change
Extension
Generalization
Setting
Shaping
Generalization
Intervention
Decision
Making
Tree
Fading
Reinforcement
Delayed
Gratification
SelfManagement
Intermittent
Schedule
Behavior is NOT
Improving
Implemented with
FIDELITY
Too
Difficult
ID difficult
features
Alternate
strategies
More TA
Not
Match
Drift
Modify
features /
strategies
to match
context
ID
features
affected
by drift
Booster
TA
Hypothesis
incorrect
Hypothesis
Correct
Intervention
Insufficient
Revise
Hypothesis
ID affect
potency
More Data
Powerful
New
interventions
New
Strategies
More TA
More TA
Get out your planet card – one
card per person.
Stand next to your card on the
universe wall and meet and greet
your celestial partners.
Decide on conversational roles:
Facilitator, Recorder, Reporter
Read your planets contribution t the
universe and have a 10 minute
conversation.
Be prepared to report out highlights
from your conversation

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