1. Prevent Teach Reinforce PTR and PTR-YC
January 18, 2016
PAPBS Network Coaches Day

2. PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

3. PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

4. What is Prevent-Teach-Reinforce (PTR)?
A standardized FBA/BIP process
Developed by Iovannone et al. (2009)
Evidence-based practice
Randomized control trail
Compared to students receiving “services as usual”
PTR more effective (significant to moderate effect size) in:
Decreasing problem behavior
Increasing appropriate/replacement behaviors
Increasing academic engaged time
Teachers implemented behavior plans with high fidelity (> 80%)
Teachers rated PTR high on social validity measures (4.2 out of 5)

5. How is PTR (YC) Different from Traditional FBA?
Collaborative approach
Facilitated by person with expertise in ABA principles and FBA/BIPs
Input systematically gathered from all team members
Behavior interventions selected from menu with facilitator ensuring link to hypothesis
Behavior intervention task analyzed and matched to teacher feasibility and skills
Coaching teacher to implement support plan is a part of the process
Fidelity measures developed and collected
Problem-solving/decision-making based on data guidelines.

6. Where is PTR in MTSS?
Tier 3 intervention.

7. Universal Classroom Practices
1. Use 5:1 ratio of positive to negative/neutral attention
2. Use predictable and comprehensible schedules
3. Use routines within routines to heighten predictability
4. Teach behavioral expectations directly
5. Teach peer-related social skills

8. General Steps to the Process
Teaming and Goal Setting
Establishing Practical Data Collection
Functional Behavioral Assessment
Developing and Implementing the Behavior Intervention Plan (BIP)
Coaching and Fidelity
Follow up: Data-based Decision Making: Next Steps.

9. PTR (YC) Process Before 1st Meeting: Determine relevant team members
Person with knowledge of the child/student (teacher(s), related services, wrap-around, paraprofessional, PARENT)
Facilitator: someone with knowledge of functional assessment, behavioral principles (PTR consultant, school-based consultant)
Someone with knowledge of the context and resources (administrator or designee)

10. PTR (YC) Process Goal Setting:
Identify behaviors of greatest concern to the team and possible replacement behaviors (teach)
Prioritize and operationalize behaviors targeted for intervention

11. PTR YC Goal Setting
Use PTRYC book to add points to following slides:

12. Goal Setting
Clip art the form.

13. PTR Goal Setting

14. Practical Data Collection
Data are primarily used to monitor progress.
It is not possible to collect accurate data on every challenging behavior exhibited.
Data must be collected.
Data must be reasonably accurate, reliable and valid.
Book summary

15. Practical Data Collection
Team identifies data to collect (based on goals identified by team) using behavior rating scales or frequency counts.
Data collection method identified (what, when, how, and who)
Data collection needs to be easy for classroom staff to collect, as accurate as possible and measure what it is intended to measure.

16. PTR YC Data Collection Tools
Get examples in book

17. Get examples in the book.

18. Behavior Rating Scale Steps
Define the target behavior
Determine the most important dimension of the behavior *
Determine when the behavior will be observed
Develop the anchors for the rating scale*
Determine who is responsible for recording the data
Determine where the records will be located and maintained.

22. Functional Behavior Assessment
PTR Assessment (FBA)
Prevent: antecedents/triggers of problem behavior
Teach: functions of problem behavior, possible replacement behaviors
Reinforce: consequences associated with problem behavior, possible reinforcers
Assessment form completed
Facilitator summarizes input so the team can draft hypothesis
Facilitator has conducted at least ONE direct observation of student and context prior to this step

23. Summarize the Patterns
Participants summarize patterns.

25. Assessment Summary Table (Example)

26. Assessment Summary Table (Example continued)

27. Example Hypothesis

28. PTR Intervention Plan
Behavior interventions selected by team from menu
3 categories of interventions (prevent, teach, reinforce)
Plans include at least 1 intervention from each category
Team provides description on how interventions will look in the classroom
Facilitator guides the team/teacher using ABA principles to develop most effective intervention that matches the team/teacher context
Each intervention selected is described in detail by task-analyzing steps, providing scripts, describing adult behaviors, NOT student behaviors

29. After Plan is Developed…
Time is scheduled to train team/teacher on implementation strategies
Plans for training students and other relevant individuals
Support provided once plan is implemented

30. Summary of PTR-YC Intervention Strategies.
Prevent Strategies
Teach Strategies
Reinforce Strategies
Provide choices
Intersperse difficult/non-preferred tasks with easy/preferred tasks.
Use visual supports and schedules
Embed preferences into activities
Enhance predictability with schedules
Alter physical arrangement of the classroom
Remove triggers for challenging behavior
Teach communication skills
Embed multiple instructional opportunities
Peer-related social skills
Self-monitoring
Tolerate delay of reinforcement
Teach independence with visual schedules
Reinforce desirable behavior
Reinforce physically incompatible behavior
Remove reinforcement for challenging behavior
Emergency intervention plan

31. PTR Intervention Checklist: Elementary

32. PTR Intervention Checklist: Secondary

33. Intervention Checklist: Secondary (student)

34. Writing the Intervention Plan
Task analyze each step
Be very explicit
Example:

35. Daisy’s Finalized BIP
PTRYC does not provide a final form – this was something I created to take the teacher and director step by step.

36. Coaching/Fidelity Teacher and Staff Training
Coaching/Fidelity Checklist
Behavior plans must be implemented consistently and accurately if they are to be effective.
Transfer plan onto the Fidelity Form
Schedule time to observe.
Provide feedback and time to problem solve.

37. PTR-YC Fidelity Checklist

38. PTR Coaching/Fidelity Checklist Example

39. Progress Monitoring Data-Based Problem-Solving
What is working/not working?
What changes are needed?
Is more data needed?
Implementation Fidelity Data
Is the plan being implemented consistently and accurately?
Student Outcome Data
Is problem behavior decreasing? Is replacement behavior increasing?
Next steps decisions based on data:
Expand the plan/generalize
Intensify the plan
Fade components
Identify other behaviors to address
Gather more information to analyze the problem

40. PTR Hierarchy of Trainers
TOTs (IU and Agency Personnel)
TOTs receive TA from PA Statewide Trainers from PaTTAN
They are a subset of individuals trained as facilitators
TOTs select a peer/professional in district to train as a local facilitator by using a modified behavioral skill training approach (provide content, model, observe facilitator/coach practice, provide feedback)
Local Facilitators
Training is a job-embedded approach
PTR overview provided to districts
When possible, trainer provides an example of PTR process with a real team in a district
Facilitators take a minimum of one team through the PTR process

41. Commonwealth of Pennsylvania
Contact Information
Julia Slater
Natalie Sokol
Commonwealth of Pennsylvania
Tom Wolf, Governor