prevent-teach-reinforce (ptr)
TRANSCRIPT
• What’s your name?
• Where do you work?
• What’s your position?
• And what type of food represents your approach to students?
Welcome Activity
Discuss With a Partner or Triad
• 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.
I can teach you the skills to climb the “mountain” but it takes your school team’s support of each other and compassion toward the student to climb the “mountain” and see success.
Learning Intentions
To understand how to efficiently use the tool, Prevent Teach Reinforce, in order to:
Conduct a Functional BehaviorAssessment Checklist
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
TEACH
• C-Consequence
• Positive or Negative
• Why is the student doing the behavior?
REINFORCE
P-T-R
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)
Requirements:
• Has an assigned role at the school
• Works directly with the student
• Keeps and manages all paperwork
• Schedules team meetings
Team Facilitator
Chapter 2
1. Administrator
2. Counselor
3. School Psychologist
4. Classroom Teacher
5. Specialist
6. Special Education Teacher
7. Any other staff involved with the student
8. *Family Member
The Team
Chapter 2
Family Signatures
The facilitator uses the following forms to 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 revisit the IEP
Chapter 2
Review Questions
1. What does PTR stand for?
2. Who serves on the PTR team?
3. What must be collected before Meeting 1?
Chapter 2
Operationally Defined Behavior
Chapter 3
Meeting # 1
• Describes the behavior:
– What is currently observed (decrease)
– What 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:_______________
Sho
rt-T
erm
G
oal
s In
crea
seSh
ort
-Ter
m
Go
als
Dec
reas
eB
road
Go
als
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
Behavioral Social Academic
Appendix 3.1 (p. 38)
Student: _______________ School:______________ Date:_______________
Sho
rt-T
erm
G
oal
s In
crea
seSh
ort
-Ter
m
Go
als
Dec
reas
eB
road
Go
als
Meeting # 1
Goal Setting Practice
Appendix 3.1 (p. 38)
Meeting # 1
• Keeping the student that you thought of at the beginning of training in mind, fill out the behavioral column of the goal setting form.
• This includes the broad goal, the short-term goal decrease, and the short-term goal 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
Behavioral Social Academic
Appendix 3.1 (p. 38)
Student: Tony Stark School: Justice HS Date: April 25, 1988
Sho
rt-T
erm
G
oal
s In
crea
seSh
ort
-Ter
m
Go
als
Dec
reas
eB
road
Go
als
Meeting # 1
• Tool used to rate 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
The Behavior Rating Scale (BRS)
Chapter 3
Meeting # 1
• Behavior can be measured using:– Frequency (times per day)
– Intensity (how hard, how loud, etc.
– Latency (how long it takes for compliance)
– Percentage of day
– Percentage of occurrence
– Percentage of opportunity
Setting Anchors on the BRS
Chapter 3
Meeting # 1
• What is the problem behavior like on a typical day?
• What is the replacement behavior like on a typical day?
• What is the goal you would like to reach within the next three months, school year, etc.?
Questions to Guide Anchor Setting
Chapter 3
Meeting # 1
PTRBehaviorRatingScale
Appendix3.2
Student: School: StartDate:
Behavior
Me
asu
reo
f
be
ha
vio
r
(Ch
alle
ngi
ng
Beh
avio
r)
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
(Ap
pro
pri
ate
Beh
avio
r)
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
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
• The collection of baseline data begins immediately following PTR Meeting #1 and 5 days worth of baseline data is needed.
• As baseline data is collected, each team member fills out the Functional Behavioral Assessment (FBA) Checklist Forms and submits to the Team Facilitator by the deadline.
Notes on Baseline Data
Chapter 3
Meeting # 1
• 1. What are the 3 types of goals the team sets at Meeting 1?
• 2. Give an example of an operationally defined behavior?
• 3. What tool is used to set anchors for goals?
Review Questions
Chapter 3
Meeting # 1
Anchor Activity to Understand Function
• How many days per week do you consume caffeine?
• How often do you go shopping per week?
• How many days per week do you work out?
Functional Behavioral Assessment Checklist
Chapter 4
• Each team member independently answers a series of questions related to:
1. Observed antecedents/triggers of problem behaviors
2. What currently happens when the behavior occurs
3. Consequences and functions ordinarily associated with the problem behavior(s)
Appendix 4.1
Functional Behavioral Assessment Checklist
Chapter 4
• Prior to Team Meeting #2
– 5 days of baseline data on the BRS and FBA Checklist submitted to the Team Facilitator.
– Team Facilitator then completes PTR Functional Behavior Assessment Summary Table using the data from the FBA Checklist.
Appendices 4.1 & 4.2
FBA Checklist Summary Table
Chapter 4
• Completing the Assessment Summary
– Team Facilitator
• Has collected all responders’ answers
• Most frequent answers are reflected in the summary table
• Organize responses into the following categories:
–Prevent (Antecedents)
–Teach (Behaviors)
–Reinforce (Function/Consequences)
Appendix 4.2
FBA Checklist Summary Table
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
FBA Checklist Summary Table
Chapter 4
• Teach (Behavior)
– Social Skills
– Problem Solving Skills
• Reinforce (Consequences/Functions)
– Consequences resulting in attention, escape, sensory and/or access
Appendix 4.2
Behavior PREVENT data TEACH data REINFORCE data
Functional Behavioral Assessment Summary Table
Student: _______________ School:______________ Date:_______________
When Then As a result
Pro
ble
m
Be
hav
ior
Rep
lace
men
tB
eh
avio
r
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
FBA Checklist Summary Table
Chapter 4 Appendix 4.2
Student: Tony Stark School: Justice HS Date: April 25, 1988
FBA Checklist Summary Table
When (P) Then (T) As a result (R)
Pro
ble
m
Beh
avio
r
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
lace
men
tB
ehav
ior
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
Chapter 4 Appendix 4.2
Student: Tony Stark School: Justice HS Date: April 25, 1988
Review Questions
1.What are the 3 sections of the FBA Checklist?
2.What does the facilitator do with the data collected from the FBA Checklist?
3.Bonus Question! What is the point of the FBA Summary Table?
Behavior Intervention Plan Activity
• Pick a partner.
• Identify partner A and B.
• Partner A studies B for 30 seconds.
• Partners turn back to back.
• Partner B changes 3 things about appearance.
• Partners turn to face one another after 30 seconds.
• Partner A tries to guess what B changed.
• And switch.
Meeting # 2
Behavior Intervention Plan (BIP)
Chapter 5
• Identify at least one to three prevent, teach, and reinforce strategies for the hypothesis you developed earlier (pp. 67-91).
• Make sure it matches the function.
• Make the intervention specific enough for anyone to do.
Appendices 5.1 & 5.2
Meeting # 2
Prevent Interventions
TeachInterventions
ReinforceInterventions
Comments
Chapter 5Appendix 5.4
• PTR Behavior Intervention Plan
Behavior Intervention Plan (BIP)
Student:___________School: _________________Date:____________________
Hypothesis:
Chapter 5Appendix 5.4
Behavior Intervention Plan (BIP)
• Hypothesis- When Tony is required to end art or music and begin
independent work in reading and math then she will have a tantrum and as a result is allowed to delay, avoid or escape work by being sent to time-out, allowed to stay in class, or sent to Ms. Diaz.
Student: Tony Stark School: Justice HS Date: April 25, 1988
• INSTEAD- When Tony is required to end art or music and begin
independent work activities in reading and math THEN HE WILL ASK FOR A BREAK and as a result he will be allowed to take a one minute break avoiding, delaying, and escaping independent work activities and allowed to stay in music or art class for an additional minute or obtain attention from Ms. Diaz.
Prevent Interventions
TeachInterventions
ReinforceInterventions
Comments
Transition supports
To prepare Tony to transition appropriately from one activity to another he will be given warnings
Functional Replacement Behavior
To assist Tony in obtaining a break from independent activities when needed he will be taught to ask for a break
Reinforce functional replacement
behavior of asking for a break
To increase the likelihood of Tony asking for a break instead of throwing a tantrum when transitioning from preferred activities
Tony does NOThave to ask for a break every time he is transitioning from one activity to another.
Chapter 5Appendix 5.4
Behavior Intervention Plan (BIP)Student: Tony Stark School: Justice HS Date: April 25, 1988
Continued
Prevent Interventions
TeachInterventions
ReinforceInterventions
Comments
Teacher will remind Tony that he will need to ask for a break during transitions from preferred activities to non-preferred activities.
Art, music, and computer teachers will give warning countdowns so Tony knows how much time he has left in class (start with 10 min, 7, 5, 3, 1).Or Tony may have a timer showing him how much time is left in class.Teacher may also have a visual cue that lets Tony know that it is almost time to go.
Prior to art and music (and other preferred activities) Tony will be reminded that he will be allowed to ask for a break when transitioning back to independent work.
Tony will verbally ask for a break in a calm voice.
Tony may stay in music or art class for the minute or obtain attention from Ms. Diaz or sit at his desk without having to start an activity.
Immediately praise Tony for asking for a break.
Immediately give Tony hisbreak.
Remind Tony that he may stay in class for an additional minute or he may sit at his seat without starting his work or he may talk to Ms. Diaz.
(A timer may be used if needed).
If he is able to transition without asking for a break that is what we really want. Remember we are trying to eliminate the tantrums from occurring first so escaping the activity for one minute is okay compared to throwing a tantrum but eventually we want Tony to transition without any delay or avoidance but for now giving him the same outcome will decrease his tantrums.
Chapter 5 Appendix 5.4
Behavior Intervention Plan (BIP)Student: Tony Stark School: Justice HS Date: April 25, 1988
Fidelity Implementation
Chapter 5
• 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
Please see page 107 in your P-T-R book!
Behavior Intervention Plan (BIP)
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
– Schedule first post implementation meeting (2 weeks out).
Appendices 5.5 & 5.6
Meeting # 2
Review Questions
Chapter 5
• Name one Prevent intervention, 1 Teach intervention, and 1 Reinforce intervention.
• What 3 things must be done by the end of the meeting?
Appendices 5.5 & 5.6
Meeting # 2
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 (pg. 120)
– 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
Questions to Ask
Chapter 6
• Is it working? (think about daily ratings of behavior, continuous progress monitoring on the BRS and 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
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 more likely to implement the plan if:
– Ownership
– Fits the class and the student
– Continued Contact