Children with autism and other disabilities are often prohibited from
participating in inclusive educational environments due to the occurrence of
problem behaviors. In this study, a standardized model for individualizing
procedures of behavior support, Prevent–Teach–Reinforce (PTR), was
evaluated in general education settings with three elementary school students
with autism spectrum disorders and serious problem behaviors. A multiple
baseline across students design was used to test the effects of PTR on the
occurrence of problem behaviors and academic engagement. Results indicated that
problem behaviors were reduced and engagement was increased for all of the
participants. The findings are discussed in relation to the importance and the
challenges of implementation fidelity and effective behavior support in general
education settings.
References
1.
BambaraL., & KernL. (Eds.). (2005).
Individualized supports for students with problem behaviors:
Designing positive behavior plans.New York: Guilford
Press.
2.
CarrE. G., DunlapG., HornerR. H., KoegelR. L., TurnbullA. P., SailorW. …, &
FoxL. (2002).
Positive behavior support: Evolution of an applied
science. Journal of Positive Behavior
Interventions, 4,
4–16, 20.
3.
CarrE. G., HornerR. H., TurnbullA. P., MarquisJ.,
Magito-MclaughlinD., McAteeM. L. …, &
DoolabhA. (1999). Positive
behavior support for people with developmental disabilities: A research
synthesis.Washington, DC: American
Association on Mental Retardation.
4.
CarrE. G., LevinL., McConnachieG., CarlsonJ. I., KempD. C., &
SmithC. E. (1994).
Communication-based interventions for problem behavior: A
user's guide for producing behavior change.Baltimore, MD: Brookes
Publishing.
5.
CroneD. A., &
HornerR. H. (2003).
Building positive behavior support systems in schools: Functional
behavioral assessment.New York: Guilford
Press.
6.
DunlapG., & CarrE. G. (2007).
Positive behavior support and developmental disabilities: A
summary and analysis of research. In
OdomS. L., HornerR. H., SnellM. &
BlacherJ. (Eds.), Handbook of
developmental disabilities (pp.
469–482). New
York: Guilford
Press.
7.
DunlapG., lovannoneR., &
KincaidD. (2008).
Essential components for effective educational
programs. In LuiselliJ., RussoD. C., ChristianW. P., &
WilczynskiS. M. (Eds.), Effective practices
for children with autism: Educational and behavior support interventions
that work (pp. 111–136).
New York: Oxford University
Press.
8.
DunlapG., lovannoneR., WilsonK., KincaidD., ChristiansenK., StrainP., &
EnglishC. (2010).
Prevent–Teach–Reinforce: A school-based model of
positive behavior.Baltimore, MD: Brookes
Publishing.
9.
DunlapG., lovannoneR., WilsonK., KincaidD., &
StrainP. (2010).
Prevent–Teach–Reinforce: A standardized model
of school-based behavioral intervention. Journal of
Positive Behavior Interventions, 12,
9–22.
10.
DunlapG., KoegelR. L., JohnsonJ., &
O'NeillR. E. (1987).
Maintaining performance of autistic clients in community
settings with delayed contingencies. Journal of
Applied Behavior Analysis, 20,
185–191.
11.
DunlapG., StrainP., &
OstrynC. (in press). Addressing
challenging behaviors of children with autism. In
WongC. & OdomS. L. (Eds.), Young Exceptional
Children Monograph 12: Supporting Young Children with Autism and Their
Families.Missoula, MT: The Division for
Early Childhood (DEC).
12.
FisherC. (2006).
Interventions in general education classrooms: One
boy's story as seen by his mother. In
KoegelR. L. &
KoegelL. K. (Eds.), Pivotal response
treatments for autism: Communication, social, & academic
development (pp. 53–80).
Baltimore, MD: Brookes
Publishing.
13.
FixsenD. L., NaoomS. F., BlaseK. A., FriedmanR. M., &
WallaceF. (2005).
Implementation research: A synthesis of the literature.Tampa, FL: Florida Mental Health
Institute, University of South Florida.
14.
HarrowerJ. K., &
DunlapG. (2001).
Including children with autism in general education
classrooms. Behavior Modification,
25,
762–784.
15.
HornerR. H., CarrE. G., StrainP. S., ToddA. W., &
ReedH. K. (2002).
Problem behavior interventions for young children with
autism: A research synthesis. Journal of Autism and
Developmental Disorders, 32,
423–446.
16.
IovannoneR., GreenbaumP., WangW., KincaidD., DunlapG., &
StrainP. (2009).
Randomized control trial of a tertiary behavior intervention
for students with problem behaviors: Preliminary outcomes.
Journal of Emotional and Behavioral Disorders,
17,
213–225.
17.
KernL., &
KokinaA. (2008).
Using positive reinforcement to decrease challenging
behavior. In LuiselliJ., RussoD. C., ChristianW. P. &
WilczynskiS. M. (Eds.), Effective practices
for children with autism: Educational and behavior support interventions
that work (pp. 413–432).
New York: Oxford University
Press.
18.
KernL., RingdahlJ. E., &
HiltA. (2001).
Linking self-management procedures to functional analysis
results. Behavioral Disorders,
26,
214–226.
19.
KoegelR. L., KleinE. F., KoegelL. K., BoettcherM. A.,
Brookman-FrazeeL., &
OpendenD. (2006).
Working with paraprofessionals to improve socialization in
inclusive settings. In KoegelR. L., &
KoegelL. K. (Eds.), Pivotal response
treatments for autism: Communication, social, & academic
development (pp. 189–198).
Baltimore, MD: Brookes
Publishing.
20.
KoegelR. L., &
KoegelL. K. (Eds.). (2006).
Pivotal response treatments for autism: Communication, social,
& academic development.Baltimore, MD: Brookes
Publishing.
21.
KohlerF. W., &
StrainP. S. (1992).
Applied behavior analysis and the movement to restructure
schools: Compatibilities and opportunities for
collaboration. Journal of Behavior Education,
2,
367–390.
22.
LaneK. L., WeisenbachJ. L., PhillipsA., &
WehbyJ. H. (2007).
Designing, implementing, and evaluating function-based
interventions using a systematic, feasible approach.
Behavioral Disorders, 32,
122–139.
23.
LuiselliJ. K. (Ed.). (2006).
Antecedent intervention: Recent developments in community focused
behavior support.Baltimore, MD: Brookes
Publishing.
24.
PayneL. D., ScottT. M., &
ConroyM. (2007). A
school-based examination of the efficacy of function-based
intervention. Behavioral Disorders,
32,
158–174.
25.
ReimersT., &
WackerD. (1988).
Parents' ratings of the acceptability of behavioral
treatment recommendations made in an outpatient clinic: A preliminary
analysis of the influence of treatment effectiveness.
Behavioral Disorders, 14,
7–15.
26.
ReppA. C., &
HornerR. H. (Eds.). (1999).
Functional analysis of problem behavior: From effective assessment
to effective support.Belmont, CA:
Wadsworth.
27.
UmbreitJ., FerroJ. B., LiaupsinC. J., &
LaneK. L. (2007).
Functional behavior assessment and function-based intervention: An
effective, practical approach.Upper Saddle River, N): Pearson
Merrill Prentice Hall.
28.
Van AckerR., BoresonL., GableR. A., &
PottertonT. (2005). Are
we on the right course? Lessons learned about current FBA/BIP practices in
schools. Journal of Behavioral Education,
14,
35–56.
