prevent-teach-reinforce (ptr) · 2016-11-26 · –prevent (antecedents) –teach...

Prevent-Teach-Reinforce (PTR)

Discuss With Shoulder Partner/Group

• What do you KNOW for sure about PTR?

• What do you THINK you know about PTR?

• What have you HEARD about PTR?

• What is your biggest concern with PTR?

You will have 4 minutes to discuss.

Learning Intentions

To understand how to efficiently use the tool, Prevent Teach Reinforce, in order to:

Conduct a Functional BehaviorAssessment

Design Positive Behavioral Intervention Plan (BIP), and

Use/collect data to determine effectiveness

• A-Antecedent • What sets up the environment for the

behavior to occur or not occur?

PREVENT

• B-Behavior• Target behaviors you want to decrease

• Replacement behaviors you want to increase

• Why is the student doing the behavior

TEACH

• C-Consequence

• Positive or Negative

REINFORCE

P-T-R

THINK OF A STUDENT…

PTR Model-5 Step Process

Developing a Team

Goal Setting & Data Collection

Functional Behavior Assessment Checklist

Behavior Intervention Plan: Design & Implement

Evaluation (ongoing) and Revision (as necessary)

DEVELOP A TEAM

Requirements:

• At school on a regular basis

• Works directly with the student

• Keeps and manages all paperwork

• Schedules team meetings

Typically Counselor or Case Manager

Team Facilitator

Chapter 2

1. Administrator

2. Counselor

3. School Psychologist

4. Classroom Teacher

5. Specialist

6. Special Education Teacher (if applicable)

7. Any other staff involved with the student

8. *Family Member

The Team

Chapter 2

Team Facilitator

Complete and Collect Family Signature(s)

For a Student in Regular Education

• PERMISSION FOR REVIEW • MTSS Manual, Appendix A: MTSS Forms, pg. 11

or

For a Student in Special Education

• SES 9 and SES 14• Parent Consent and Prior Written Notice

• Remember to revise the IEP to include behavior intervention plan and goals

Chapter 2

Team Facilitator

Signatures must be collected

prior to team meeting #1.

Chapter 2

GOAL SETTING &

DATA COLLECTION

Goal Setting

Chapter 3

Purpose

• Identify broad goals for the student

• Develop short-term goals based on the broad goals

• Identify and operationalize target behaviors

• Establish feasible daily data collection system to track target behavior(s)

Meeting # 1

Ultimately, to establish a unified vision for desired outcomes.

Side Bar: Operationally Defined Behavior

Chapter 3

Meeting # 1

• Describes the behavior:

– What is currently observed (decrease)

– What is should be observed (increase)

• Passes the “stranger test”

– a stranger who does not know the student will be able to identify the behavior you want to decrease by your definition

PTR Goal-Setting Form

Behavioral Social Academic

Appendix 3.1 (p. 38)

Student: _______________ School:______________ Date:_______________

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Meeting # 1

The broad skill or outcome the student needs to learn (e.g., communicate wants/needs; initiate peer interactions; task engagement)

What the student is doing now that is keeping him/her from meeting the broad goal

The specific behavior the student should engage in to meet the broad goal

PTR Goal-Setting Form




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Meeting # 1

Tony Stark (or Your Student)

Chapter 3

Meeting # 1

1. Select one area of focus:

• Behavior

• Social

• Academic

2. Develop one of each:

• Broad Goal

• Short Term Decrease

• Short Term Increase

Tony will communicate his wants and needs in an appropriate manner.

Tony will demonstrate age appropriate social skills to maintain friends.

Tony will increase task engagement during academic activities.

Tony will decrease tantrums, which include: screaming, crying, kicking, and throwing things to express his wants and needs.

Tony will reduce the number of tantrums (screaming at &/or throwing things) toward other students during group assignments.

Tony will decrease tantrums (screaming, crying, and throwing materials) during academic activities.

Tony will verbally express hiswants and needs in the classroom by using an inside voice along with a calm and quiet body.

Tony will use a calm and normal tone of voice when interacting with his peers during academic work.

Tony will increase task engagement by getting to his seat, focus on instruction, &/or have materials on desk and working on academic assignments.

Tony Stark: PTR Goal-Setting Form



Student: Tony Stark School: Justice HS Date: April 25, 1988

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Meeting # 1

• Behavior Rating Scale (BRS)

– Rating of the recorder’s perception of the occurrence of behavior

– Completed as a whole day measure or during specific times of day

– Uses a 5-point scale with specific anchors

– Anchors indicate one or more of the following:

Data Collection

Chapter 3

Meeting # 1

• Frequency• Duration

• Latency• Intensity

• Baseline Data Gathering

– Identify the top three problem behaviors of concern

• Behaviors of concern (decrease)

• Skills to replace (increase)

– Operationally define all targeted behaviors

– Determine the anchors of each behavior

Data Collection

Chapter 3

Meeting # 1

The team may want to start with targeting one behavior and go from there.

Setting the Anchors on the BRS

• Behavior can be measured using:

- Frequency (times per day)

- Duration (hours, minutes, seconds)

- Intensity (how hard, how loud, etc.)

- Percentage of day

- Percentage of occurrence

- Percentage of opportunity

Data Collection

Chapter 3

Meeting # 1

Questions to Guide the BRS

• What is the behavior like on a typical day?

• What is the goal you would like to reach within the next three months, school year, etc.?

• What is more important:

- How loud it is or how long?

- How hard it is or how often?

- Is the number of times the skill can be used the same each day?

Data Collection

Chapter 3

Meeting # 1

PTRBehaviorRatingScale

Appendix3.2

Student: School: StartDate:

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BASELINEDATA POSTINTERVENTIONDATA

Challenging Behavior (Decrease)

Anchor Description

5 Behavior worse than a typical day

4 Behavior on a typical day

2-3 Behavior between typical and goal

1 Behavior goal

Chapter 3

Appropriate Behavior (Increase)

Anchor Description

5 Behavior goal

3-4 Behavior between typical and goal

2 Behavior on a typical day

1 Behavior worse than a typical day

Chapter 3

Thoughts?PTRBehaviorRatingScale

Appendix3.2

Student: School: StartDate:

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BASELINEDATA POSTINTERVENTIONDATA

Chapter 3

Tony: BRS with Anchors

Tips with the Baseline Data

• Identify one problem/target behavior

• Operationally define the targeted behavior

• Identify how and when data will be collected

• Need at least five days of data collection

Data Collection

Chapter 3

Meeting # 1

• The collection of baseline data begins immediately following PTR Meeting #1.

• As baseline data is collected, each team member fills out the Functional Behavioral Assessment (FBA) Checklist Forms at their leisure and submits to the Team Facilitator by the deadline.

Notes

Chapter 3

Meeting # 1

FUNCTIONAL BEHAVIORAL CONNECTION

Functional Behavioral Assessment Checklist

Chapter 4

• PTR FBA Assessment Checklist

– Each team member has independently answered a series of questions related to:

1. Observed antecedents/triggers of problem behaviors

2. Function of the problem behaviors

3. Consequences ordinarily associated with the problem behavior(s)

Appendix 4.1

A = Antecedent B = Behavior C = ConsequenceP = Prevent T = Teach R = Reinforce


Chapter 4

• Prior to Team Meeting #2

– Baseline data is being collected

– Each team member submits FBA Checklists to Team Facilitator by date set at meeting #1

– Team Facilitator completes PTR Functional Behavior Assessment Summary Table using the data collected from the team

Appendices 4.1 & 4.2


Chapter 4

• Sample of Baseline Data Collection

Appendix 4.1


Chapter 4

• Completing the Assessment Summary

– Team Facilitator

• Has collected all responders’ answers

• All responders’ answers are reflected in the summary table

• Group/organize responses into similar categories

–Prevent (Antecedents)

–Teach (Behaviors/Functions)

–Reinforce (Consequences)Appendix 4.2


Chapter 4

• Prevent (Antecedents)

– Specific subjects, information about curriculum

– Transitions (within and to/from classroom)

– Unstructured times (e.g. centers, recess, free play)

– Setting events/slow triggers (e.g. temperature, meds, sleep, illness)

Appendix 4.2


Chapter 4

• Teach (Behavior/Functions)

– Attention seeking

– Escape

– Access to items/people

• Reinforce (Consequences)

– Consequences resulting in attention and/or access

Appendix 4.2


Chapter 4

• Let’s Try It Together

– Look over Tony Stark’s FBA (assigned section, if applicable)

– Work together to fill in the summary table

Appendix 4.2

Behavior PREVENT data TEACH data REINFORCE data

Functional Behavioral Assessment Summary Table


When Then As a result

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Possible Hypothesis

Chapter 4 Appendix 4.2

Behavior PREVENT data TEACH data REINFORCE data

DecreaseTantrums

Reading & Math (independent seat & group work)Transition from preferred activity (end of recess, art, music & science)Being told no

To escape, delay, or avoid starting a non-preferred activitySometimes to obtain attention from Ms. Diaz

Sent to time-outDelaying activityGets to stay in music or art longerGets attention from Mr. Jones & Ms. Diaz

IncreaseTask

Engagement

ScienceMusicArtRecessWhen on the computer

Transitioning appropriatelyCommunicatingappropriatelyAsking for wantsExpressing emotions

Enjoys time with Ms. DiasComputer timeMusic, Art, Recess, and social interactions with peers





When Then As a result

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When Tony is required to end art or music and begin independent work activities in reading and math

Then, he will have atantrum, screaming, crying, and throwing things

As a result, he is allowed to delay or escape work when he is sentto time-out or allowed to stay in art and music class or obtain attention from Ms. Diaz

Rep

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When Tony is requiredto end art or music and begin independent work activities in reading and math

Then he will ask for a break

As a result, he is allowed to delay or escape the independent work activities or allowed to stay in art or music or obtain attention from Ms. Diaz

Possible Hypothesis



DESIGNING AND IMPLEMENTING THE

BEHAVIOR INTERVENTION PLAN (BIP)

Behavior Intervention Plan (BIP)

Chapter 5

• Designing the BIP

– Team identifies the appropriate intervention for each component (prevent-teach-reinforce) from a menu of options

– Behavior Intervention Plan (BIP) is developed

– Consultant provides training and on-site assistance for final intervention agreed upon

– Fidelity of implementation is tracked

Meeting # 2


Chapter 5

• Complete & Review PTR Intervention Checklist

– Identify at least one prevent, one teach, and one reinforce strategy for the hypothesis you developed earlier (pp. 67-91)

– Make sure it matches the function

– Make it specific enough for anyone to do

• Discuss interventions selected:

– Do they match the function?

– Can they be done in the classroom?

– Do they match the context of the classroom?Appendices 5.1 & 5.2

Meeting # 2

BIP: Intervention Checklist T.S.

Appendix 5.1Appendix 5.1


Chapter 5

• Complete

– PTR Behavior Intervention Plan

– PTR Training Checklist

– PTR Fidelity Implementation

• Identify minimum steps needed to be performed (adherence)

• Identify additional steps to be performed for the interventions greatest effect (quality)

Appendices 5.4, 5.5, & 5.6

Meeting # 2

Build a Competing Behavior Pathway

Antecedent:

Short-Term Behavior Goal

(Increase):

Short-Term Behavior Goal

(Decrease):

Long-Term Behavior Goal:

Consequences/Function(Increase

):

Consequences/Function(Decreas

e):

Consequences/Function:

Problem Behavior:

Behavior Intervention Plan (BIP)An alternative BIP to the PTR book’s offering

BIP: Identify Intervention StrategiesAn alternative BIP to the PTR book’s offering

PreventManipulate Antecedent to prevent problem & prompt alternate/desired behavior

TeachExplicitly teachalternate & desired behavior

ReinforceAlter consequences to reinforce alternate & desired behavior & extinguish negative behavior

Serve same function?

Is it Easier?

Is it Socially Acceptable?

Prompt Alternate/Desired Behavior

Teach Desired Behavior/Academic/

Social Skills

Response to Problem Behavior/

CorrectiveFeedback

Behavior Intervention Plan (BIP)An alternative BIP to the PTR book’s offering

Tasks: Person Responsible:

By When:

Review Date: ___________

Impl. Rating:2= Yes 90-100%1=Kinda 50-90%0= No < 50%

Evaluation Decision:Monitor, Modify, or Discontinue

Prevention: Make problem behavior irrelevant (antecedent intervention) 2 1 0

Teaching: teach new skills/alternate behavior 2 1 0

Extinction: Make problem behavior ineffective (minimize reward/pay-off for problem behavior)

2 1 0

Reinforcement: Make alternate & desired behavior more rewarding thanproblem behavior

2 1 0

This area is the fidelity

checklist (replaces 5.1 & 5.4 in the PTR book)

Behavior Intervention Plan (BIP)Tasks: Person

Responsible:By When:

Review Date: ___________

Impl. Rating:2= Yes 90-100%1=Kinda 50-90%0= No < 50%

Evaluation Decision:Monitor, Modify, or Discontinue

Responding to Problem Behavior:Prompt alternate behavior & consequences

2 1 0

Safety: Is safety a concern? Y N

Implementation Checks (w/ Who & How)(circle preferred method(s) below or ID another method below)

Person Responsible:

When(circle) 2 1 0

Person to check in with:_______________How: Personal check-in/ Email/ Rating Scale/ Other: ________________________

1st two days &-Daily-3x/wk-weekly

Implementation Score:

####

Total Possible

This area is the fidelity

checklist (replaces 5.1 & 5.4 in the PTR book)

BIP: Evaluate Plan

What is the long-term behavioral goal (approximations toward desired behavior)?

During <Routine>, when <Antecedent>, <student name> will <Desired Behavior> at least <%> of the time as measure by ________________________.

______________Expected date

What is the short-term behavior goal (decrease)?

During <Routine>, when <Antecedent>, <student name> will <Positively Stated Behavior> at least <%> of the time as measure by a Daily Point Card (see attached). ______________Expected date

What is the short-term behavior goal (increase)?

During <Routine>, when <Antecedent>, <student name> will <Positively Stated Behavior> at least <%> of the time as measure by a Daily Point Card (see attached). ______________Expected date

Behavior Goal (Use specific, observable, measurable descriptions of goal)

BIP: Evaluate Plan

Data to be Collected

Procedure for Data Collection

PersonResponsible

Timeline

Is Plan Being Implemented?

Is Plan Making a Difference?

BIP: Evaluate Plan

____________________________________Parent/Guardian

____________________________________Student

____________________________________Special Education Teacher

____________________________________General Education Teacher

____________________________________Case Manager

____________________________________Counselor

____________________________________Administrator

____________________________________Team Member (Name & Role)



Plan date for review meeting (suggested in 2 weeks)


Chapter 5

• Before Closing the Meeting

– Ensure each member of the team feels confident in implementing the plan.

– Identify who will provide classroom coaching for support (if needed).

– Schedule a time to do a fidelity measure within the classroom two to three days after implementing the intervention

Appendices 5.5 & 5.6

Meeting # 2

BIP Training Checklist: T.S.

Appendix 5.5

EVALUATION (ONGOING)

& REVISION (AS NECESSARY)

Chapter 6

• First Post-Intervention Meeting

– Should be held two weeks after interventions have been implemented with at least 80% accuracy

• PTR Training Checklist

• PTR Fidelity of Implementation

– Have classroom teachers complete:

• PTR Self-Evaluation: Social Validity Form

– Review the post-intervention data using:

• PTR Behavior Rating Scale (BRS)

– Make data-based decisions

Meeting # 3

Appendices 5.5, 5.6, 6.1, & 3.2

Evaluation & Possible Revision

Evaluation & Possible Revision

Chapter 6

• First Post-Intervention Meeting

– Is it working?

• Daily ratings of behavior

• Continuous progress monitoring

–BRS

–Other data collection forms

– Is it being implemented consistently and accurately?

– Is more data needed?

– Does the plan need to be modified or expanded?

Meeting # 3

BRS Completed: T.S.

Final Thoughts: System Changes• The process may require more time up front,

but less time overall

– Must provide assistance in the classroom until successful plan

– Will pay off in the end

• Teams ore likely to implement the plan if:

– Ownership

– Fits the class and the student

– Continued Contact

prevent-teach-reinforce (ptr) · 2016-11-26 · –prevent (antecedents) –teach...

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