A Randomized Controlled Evaluation of Prevent-Teach-Reinforce for Young Children

Autor/inn/en	Dunlap, Glen; Strain, Phillip; Lee, Janice K.; Joseph, Jaclyn; Leech, Nancy
Titel	A Randomized Controlled Evaluation of Prevent-Teach-Reinforce for Young Children
Quelle	In: Topics in Early Childhood Special Education, 37 (2018) 4, S.195-205 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121417724874
Schlagwörter	Randomized Controlled Trials; Preschool Children; Preschool Teachers; Comparative Analysis; Fidelity; Statistical Analysis; Pretests Posttests; Federal Programs; Early Childhood Education; Early Intervention; Control Groups; Experimental Groups; Interpersonal Competence; Observation; Nevada (Reno); Colorado (Denver) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Statistische Analyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonale Kompetenz; Beobachtung
Abstract	Prevent-Teach-Reinforce for Young Children (PTR-YC) is a standardized model of positive behavior support designed to deliver individualized interventions for preschool-aged children with severe and persistent challenging behaviors. A randomized controlled trial was conducted to compare effects of PTR-YC with those of a "business as usual" (BAU) comparison condition implemented over the course of one school semester (approximately 3-4 months). Participants were 169 children in pre-K and Head Start classrooms in two states in the western United States. Mixed ANOVAs revealed statistically significant differences in pre-post scores on the problem behavior and social skills subscales of the "Social Skills Improvement System" (SSIS) as well as direct observation from video samples of the children's appropriate engagement and challenging behavior, with all comparisons favoring the PTR-YC intervention. Results are discussed in terms of the need for effective strategies for enabling early childhood professionals to implement behavioral interventions with fidelity and effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11