Affiliation:
1. University of South Florida, Tampa, USA
Abstract
This study evaluated the use of the Prevent–Teach–Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated that the educators implemented the PTR intervention plans with high levels of fidelity, and their implementation of the intervention plans led to decreases in problem behavior and increases in replacement behavior across all three participating students with autism spectrum disorder. The educators demonstrated using the Individualized Behavior Rating Scale Tool effectively as designed to monitor student progress, and the educators and students found the PTR intervention to be acceptable and satisfactory. All three educators expressed interest in continuing to implement the PTR intervention after the completion of the study. Implications and areas for future research are discussed.
Funder
Office of Special Education Programs, Office of Special Education and Rehabilitative Services
Subject
Psychiatry and Mental health,Cognitive Neuroscience,Neurology (clinical),Neurology,Pediatrics, Perinatology and Child Health
Cited by
1 articles.
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