Primary and Secondary Effects of Prevent-Teach-Reinforce for Young Children

Autor/inn/en	Harvey, Hattie; Dunlap, Glen; McKay, Kristen
Titel	Primary and Secondary Effects of Prevent-Teach-Reinforce for Young Children
Quelle	In: Topics in Early Childhood Special Education, 41 (2021) 2, S.100-114 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harvey, Hattie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419844315
Schlagwörter	Behavior Problems; Behavior Modification; Preschool Children; Preschool Education; Special Education; Intervention; Program Effectiveness; Positive Behavior Supports; Prosocial Behavior; Interaction; Teacher Student Relationship; Student Behavior; Battelle Developmental Inventory; Peabody Developmental Motor Scales; Preschool and Kindergarten Behavior Scales; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten
Abstract	This study was conducted to examine the effectiveness of Prevent-Teach-Reinforce for Young Children (PTR-YC) using a single-case experimental design. PTR-YC is a manualized intervention designed to address challenging behaviors for children in preschool and childcare settings using the framework of positive behavior support. Participants included three preschool-aged children who were receiving special education services in public preschool classrooms. As hypothesized, the use of PTR-YC resulted in two primary effects, including a decrease in challenging behaviors and an increase in desirable behaviors across all three cases. Secondary data revealed favorable increases in prosocial (or positive) interactions between teacher and child for all three cases. PTR-YC interventions were also associated with high rates of perceived social validity. Implications for the use of PTR-YC in preschool settings are discussed along with considerations for the importance of coaching to increase fidelity and the effect on teacher--child interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01