1. Prevent-Teach-Reinforce Model: A Tier 3 Behavior Intervention Process Rose Iovannone, Ph.D., BCBA iovannone@fmhi.usf.edu 813-974-1696 The contents of this training were developed under grant H324P04003 from the Department of Education

2. Activity—Step 2 Activity Packet—Page 6

4. Step 3 Activity: Paris Activity Packet Pages 7-8

5. Case Study—Step 3: PTR Assessment Possible Hypotheses When….Student will….As a result… Paris is working on independent and/or non- preferred tasks, when transitioning to a preferred activity, and when involved in large or small group teacher led instruction, Call out, become disengaged, and not complete her work (or rushes through task) Paris gets: (a) attention from peers and adults (b) expedites the end of a non-preferred activity to gain access to a preferred one Paris is working on independent and/or non- preferred tasks, when transitioning to a preferred activity, and when involved in large or small group teacher led instruction, Raise her hand for attention, be engaged, and complete work Paris gets: (a) attention from peers and adults (b) expedites the end of a non-preferred activity to gain access to a preferred one Inappropriate Appropriate

6. Step 4 Activity: Paris Intervention Plan Activity Packet Page 9

7. Prevent Strategies Specific Strategy steps Environmental Support Paris will be provided a visual checklist that will list her tasks needing to be completed during independent work time. Paris will check off (a) completion, and (b) neatness. 1. Before independent work time, the teacher will give Paris a choice of vis-à-vis color pen to write down her tasks 2. The teacher will review “Complete” and “Neat” tasks with Paris and how Paris will self-evaluate. 3. The teacher and Paris will determine the number of checks Paris will need to get her choice reinforcer activity. 4. When Paris thinks she is finished, she will take her pen and check whether each task is complete and neat. 5. Paris will make eye contact with the teacher and raise her hand. 6. The teacher will indicate that she has seen her hand (popsicle stick) and either go over immediately or indicate to Paris to ‘wait’. 7. The teacher will provide Paris feedback on her self-evaluations of completeness and neatness, and if the teacher agrees with the feedback, release Paris to a chosen reinforcer activity Case Study—Step 4: PTR Intervention

8. Prevent Strategies Specific Strategy steps Choice- making Paris will be provided choices of reinforcers to work toward and choice of vis-à-vis pen for writing down her tasks. 1. A choice-board will be made from which Paris will select her preferred reinforcing activities. Each morning, upon entering the room, Paris will be shown pictures of five preferred activities: (a) Computer in Mrs. S’s room; (b) Listening center; (c) Reading or helping the kindergarten class; (d) Visit the office; (e) Play literacy game with peer 2. From the pictures, Paris will select the 2 activities that she would like to have placed on her personal choice board kept near her desk. 3. Before independent work time, the teacher will ask Paris which color vis-à-vis pen she wants to use to write down her tasks on her checklist. 4. After Paris writes her tasks, she will select one of the two activities that she will earn as a reinforcer contingent upon earning the agreed upon checks for completing her tasks and being neat 5. Paris will place the picture on her check-sheet. This activity will take the place of non-preferred activity time (20 minutes).

11. Teach Strategies Specific Strategy Steps Replacement Behavior Replacement behavior: Raising hand to ask for help or attention Paris will be taught how and when to raise her hand. A. Independent Work Time 1. When Paris requires assistance or attention, she will first make eye contact with her teacher—no sounds/words will come from Paris. 2. After eye contact, she raises her hand—making no noises/sounds. She keeps her hand in the air, straight. 3. The teacher indicates how long it will be before she can get to Paris (no more than 2 minutes should elapse). B. Small Group Instruction 1. When Paris wants is answering a question or wants to make a comment, she will raise her hand straight up in the air. No words will be spoken. 2. Paris will wait until the teacher either (a) calls on her, or (b) indicates her hand raising with a popsicle stick

12. Teach Strategies Specific Strategy Steps Self- Management Paris will be taught to monitor her hand-raising behaviors. 1. A bar chart will be given to Paris to keep in a folder. 2. As Paris raises her hand and earns popsicle sticks, she will indicate on the graph the number of times she raises her hand each day. 3. A daily goal for hand raising behaviors will be set and reviewed. 5. A verbal/gestural prompt can be provided to remind Paris to graph her hand raising behaviors.

14. Reinforce Strategies Specific Strategy Steps Replacement Behavior: Raising Hand 1. When Paris raises her hand, the teacher will either recognize Paris and have her ask her question, answer a question, or make her comment. 2. If the teacher is teaching a group, she will say, “Wait. Watch the clock second hand go around ___ time, and I’ll get your question.” 3. Each time Paris raises her hand, she will get a popsicle stick and verbal praise or positive gesture from the teacher. 4. The teacher will wear an apron (and Paris’ job will be to remind her to wear the apron). Popsicle sticks will be kept in one pocket. Each time Paris raises her hand and the teacher is unable to get to Paris or have her make a comment, the teacher will move one popsicle stick out of the holding pocket over to another pocket in which the ‘earned’ popsicle sticks will be kept. 5. At the end of instructional blocks, the teacher will have Paris count her popsicle sticks and arrange for Paris to trade them for orange cones (magnets) to be put on the board. Each 5 popsicle sticks will earn Paris a cone.

15. Reinforce Strategies Specific Strategy Steps Group Contingency 1. For each 5 popsicle sticks earned, an orange cone symbol will be placed on the white board visible for the entire class. 2. After 5 cones get on the board (indicating 25 hand raises), the entire class will earn free time at the end of the day. They can go outside, see a movie, go to the library or play games. 3. The class will be prompted to praise Paris for helping them earn free time. Self-Management1. At the end of the day, Paris will record the number of popsicle sticks she earned for her hand raising behavior. 2. If she meets her goal (25), a good note will go home to her grandmother. Environmental Support (completing task) 1. After Paris raises her hand indicating her work is completed and her checklist is filled in, the teacher will walk over to Paris’ desk. 2. The teacher will praise Paris for completing her checklist. 3. The teacher will provide feedback on Paris’ self-evaluation. 4. If Paris meets her goal, she will be praised and released to her selected reinforcing activity. 5. If Paris did not meet her goal, the teacher will verbally praise her for trying and have Paris say how she could meet her goal the next day.

16. Reinforce Strategies Specific Strategy Steps Discontinue Reinforcement of Problem Behavior If Paris calls out, the teacher will: 1. If Paris is looking at the teacher, the teacher will hold up a popsicle stick as a visual cue to remind her of her hand raising behavior. No verbal redirects will be given. 2. If Paris is not looking at the teacher, the teacher will say “Paris” in a flat affect. When Paris looks at the teacher, the teacher will hold up a popsicle stick as a cue. 3. The popsicle stick being held up moves into the ‘oops I forgot’ apron pocket. Initially, Paris will be allowed 10 oops popsicle sticks before they are subtracted from her total earned. 4. If during the next opportunity, Paris raises her hand unprompted after getting the oops stick, the teacher will move the oops stick into the ‘earned’ popsicle pocket.

17. Step 5: Evaluation Activity Activity Packet pages 10-13

18. New Teacher

22. 22 Step 5: Evaluation Paris Outcome Data MeasureBaselinePost-testChange SSRS-PB121120 SSRS-SS8092+12 AET.58.65+.07

23. Jeff’s Intervention (from JPBI article)

24. Jeff Case Study: Hypothesis

25. Case Study Jeff: PTR Intervention Plan Prevent Strategies Description Choice-Making Using a choice matrix, decide upon the choice that will be offered to Jeff each day with his writing assignment. The following choices will be rotated: (a) Within—writing tool to use (pen/pencil), color notebook paper, color of eraser, topic; (b) Who—peer for writing partner; (c) Where—Robin’s room, round table, desk; (d) When— part now, part later, whole task now Steps: 1. Right before giving the writing assignment to Jeff, decide upon the choice to be offered. 2. Once the choice is determined, present it to Jeff by saying, “What do you want to use for writing today? The pen or the pencil?” 3. Praise Jeff for making the choice—”Thank you for making a choice.” and honor the choice

26. Jeff—Intervention Plan Prevent Strategies Description Environmental Support Visual Timer: Set a visual timer for the amount of time agreed upon with Jeff to complete the writing assignment. Steps: 1. Discuss the goal for completing the writing assignment. Say, “I think you can complete the assignment in ___ minutes. What do you think?” 2. Set the timer by saying, “Jeff, let’s see if you can beat the timer. Today, you have ___ minutes (time from step 1) to complete the writing. Ready, set, go.”

27. Jeff—Intervention Plan Teach Strategies Description Pro-academic Replacement Behavior— Academic Engagement Jeff will be taught how to remain engaged on a writing assignment. Engagement is defined as: working on a task without disrupting by raising hand to speak, keeping pencil upright, and letting neighbors work. Steps: 1. Divide Jeff’s writing task into 3 major sections—starter, details, conclusion 2. Tell Jeff that for each section completed, he earns a “dot” that he should place in the envelope hanging at the side of his desk. 3. Inform him that he can use the dots later to get out of work and to get special rewards for himself and the rest of the class. 4. Review his self-management checklist/dot total sheet with Jeff. Review each section of the writing assignment (step 1), his goal (time for completion), and academic engaged behaviors. 5. On Monday, a weekly goal should be discussed and set.

28. Jeff—Intervention Plan Reinforce Strategies Description Reinforce Pro- academic Replacement Behavior— Academic Engagement Jeff will be reinforced for academic engagement and meeting his daily goal with allowable/earned escape represented by the dots. Jeff can use his dots to get out of doing work/problems during independent work times. Steps: 1. At the end of the writing period or when Jeff completes his writing (whichever event occurs first), review Jeff’s self-management checklist. 2. For each behavior on the checklist, discuss with Jeff whether he performed the activity. If yes, place a check in the box. If no, place an “x” in the box. For each check, Jeff should be given a dot. When reviewing, say, “Jeff, did you write a starter sentence?”… Did you stay on task? Did you meet your goal?” When giving dots, say “Jeff, how many checks do you have today? How many dots do you earn?” 3. Jeff uses dots by sticking it over a problem/question he doesn’t want to do and showing the teacher when he uses a dot. He can escape as long as he has dots in his envelope. 4. If Jeff uses a dot to get out of work, immediately say “You used a dot to get out of ____. You earned it!” 5. If Jeff meets his weekly goal, he can go to his brother’s kindergarten class and read a book to them.

29. Jeff—Intervention Plan Reinforce Strategies Description Group Contingency (Modified) If Jeff meets his daily (time) goal for completing his writing assignment within the time agreed upon, the class earns a bonus letter toward the mystery reinforcer of the week. When Jeff earns the class this letter, the class provides attention to Jeff by thanking him and celebrating (clapping hands, saying “Yeah”. Steps: 1. After reviewing Jeff’s self-management sheet, ask him, “Did you meet your goal today?” 2. If yes, “You did meet your goal. Let’s tell the class they’ve earned a letter for the mystery reinforcer.” 3. Tell the class, “Jeff met his goal today. We get another letter on the board.” 4. Prompt the class to thank Jeff (if they haven’t done so spontaneously). 5. If no, “You worked hard and tried. You’ll do it tomorrow!”

32. Jeff Data

33. Step 5: Evaluation Other Outcome Data for Jeff MeasureBaselinePost-testChange SSRS-PB127113-14 SSRS-SS8592+7 AET.52.82+.30