Prevent-Teach-Reinforce (PTR)

The Exploration of a Team Training Process for a Tier III Intervention Model

Santa Clara Office of Education: Northern California PBIS Symposium

Barbara Kelley, California PBIS Coordinator

CalTAC, INC. is a nonprofit organization committed to providing professional development opportunities and technical assistance for building internal capacity in identifying, adopting, and sustaining effective systemic change; which promotes positive pro-social cultures through coaching, conversation, facilitation and artful leadership.

Changing Lives

Tier III – The final PBIS Frontier

This is the voyage of CalTAC Team Trainings

Their PBIS mission:To explore Prevent-Teach-Reinforce, a Tier III

intervention,To launch with fidelity for positive student

outcomes

To boldly go where they have not gone

before!

Tier III Interventions are like

because ….

It’s human nature to stretch, to go, to see, to understand. Exploration is not a choice, really; it’s an imperative.— Michael Collins, flew on Gemini 10 and Apollo 11

Step 1: Team Building Step 1: PTR-YC Team/Goal Setting

Step 2: Goal Setting/Data Collection Step 2: PTR-YC Data Collection

Step 3: AssessmentStep 3: PTR-YC Assessment

Step 4: Intervention Planning/CoachingStep 4: PTR-YC Intervention

Step 5: EvaluationStep 5: PTR-YC Using Data and Next Steps

PTR

Step 1: Team BuildingEnsuring A Successful Team

Consistency:Team Meeting Foundations

Roles and ResponsibilitiesWorking AgreementNorms of Collaboration

Step 2: Goal Setting and Data Collections

Silently read all the Tips for Step 2: Goal Setting and Behavior Rating Scale - highlight MIP’s

When everyone is finished reading, the person next to the “Trekie” with the longest arms, becomes the mind

melder

“Mind Melder” reads one MIP

The team member on the left comments on the MIP and in a clockwise direction everyone comments on

the MIP

The “Mind Melder” will complete the circle by explaining why they chose the MIP

Tip #1: For many teams, the development of broad goals represents a critical perspective shift. In developing broad goals, the team members no longer view their sole job as stopping a student’s challenging behavior.

Tip#4: Behavior Rating Scales (BRS) are most successful when the target behavior is clearly defined, the best method for measuring the behavior is selected and accurate points are established.

Step 2: Goal Setting and Data Collection

Tip #2: A good short-term goal is one that all team members are enthusiastic about achieving..

Tip #3: Short-term goals focus on two areas: the specific challenging behaviors(s) to be decreased and the appropriate behavior the student should demonstrate in lieu of the challenging behavior (i.e. desired replacement behavior). Teams always should included both in the PTR process.

Behavior Rating Scale

The P-T-R FBA is your

Prime Directive

Functional Behavioral AssessementPrime Directive:

Step 3: Assessment

PTR Functional Behavior Assessment: Prevent Component

It is most logical that this

would be the end of the first

day of PTR training.

Step 4: Intervention Planning and Coaching

Assimilate this!

Hypothesis StatementWhen Rachel is given an independent writing assignment, she will get out of her seat, wander around the room, and talk to peers until the teacher sends her to the behavior specialist. As a result, she is able to escape her work and obtain attention from the behavior specialist.

PTR Plan ComponentsNote: each intervention strategy MUST match the results from the PTR functional behavioral assessment and DOABLE in the classroom

• Identify at least one Prevent, Teach and Reinforce Intervention

• Develop a step-by-step plan to implement the interventions

• Develop a plan for training and technical assistance

• Develop a measure of fidelity of implementation

Training and Fidelity ChecklistTask Analysis of Intervention Did the

implementer complete the step?

Prevent 1.2.3.

Yes or NoYes or NoYes or No

Teach1.2.3.

Yes or NoYes or NoYes or No

Reinforce1.2.3.

Yes or NoYes or NoYes or NoIntervention

StrategyADHERENCEAt a minimum, is it being implemented?

QUALITYHow well is it being implemented?

InterventionStrategy Score(add Y’s then divide b Y’s + N’s)

Y N NA Y N NA

Total ADHERENCEScore

Total QUALITYScore

TotalFIDELITY

Score

Are the hats really necessary, Jim?

They do not flatter either of us.

You are missing the point Spock.

The point? Are you implying that they

serve some purpose.

Step 5: Evaluation

Social Validity Scale 1. Given this student’s behavior problems, how acceptable do you find the

Prevent-Teach-Reinforce behavior plan?2. How willing are you to carry out this behavior plan? 3. To what extent do you think there might be disadvantages in following this

plan? 4. How much time will be needed each day for you to carry out this behavior plan? 5. How confident are you that the behavior plan will be effective for this student? 6. How likely is this behavior plan to make permanent improvements in this

student’s behavior? 7. How disruptive will it be to carry out this behavior plan? 8. How much do you like the procedures used in the proposed behavior plan? 9. How willing will other staff members be to help carry out this behavior plan? 10. To what extent are undesirable side effects likely to result from this behavior

plan? 11. How much discomfort is this student likely to experience during this behavior

plan? 12. How willing would you be to change your routines to carry out this behavior

plan? 13. How well will carrying out this behavior plan fit into the existing routine? 14. How effective will the intervention be in teaching your student appropriate

behavior? 15. How well does the goal of the intervention fit with the team’s goals to improve

the student’s behavior?

Positive Behavior Change

Extension ShapingFading

Reinforcement

Self-Managemen

t

Generalization

Setting

Generalization

Intervention

DelayedGratificati

on

Intermittent

Schedule

Decision Making

Tree

Behavior is NOT Improving

Implemented with FIDELITY

NO YES

Too Difficu

lt

Not Matc

hDrift

Hypothesis

incorrect

Hypothesis CorrectInterventi

on Insufficien

t ID

difficult features

Alternate strategie

s

More TA

Modify features

/ strategie

s to match

context

ID feature

s affecte

d by drift

Booster TA

Revise Hypothesis

More Data

New intervention

s

More TA

ID affect potency

Powerful

New Strategie

s

More TA

Get out your planet card – one card per person.

Stand next to your card on the universe wall and meet and greet your celestial partners.

Decide on conversational roles: Facilitator, Recorder, Reporter

Read your planets contribution t the universe and have a 10 minute conversation.

Be prepared to report out highlights from your conversation

“We want to explore. We’re curious people. Look back over history, people

have put their lives at stake to go out and explore … We believe in what we’re doing.

Now is the time.”Eileen Collins - STS-114 commander, a few days before the re-launch of the Space Shuttle program, reported on Space.com, 11 July 2005. First woman commander of a

space mission.