Literaturnachweis - Detailanzeige
| Autor/inn/en | Iovannone, Rose; Greenbaum, Paul E.; Wang, Wei; Kincaid, Don; Dunlap, Glen; Strain, Phil |
|---|---|
| Titel | Randomized Controlled Trial of the Prevent-Teach-Reinforce (PTR) Tertiary Intervention for Students with Problem Behaviors: Preliminary Outcomes |
| Quelle | In: Journal of Emotional and Behavioral Disorders, 17 (2009) 4, S.213-225 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1063-4266 |
| DOI | 10.1177/1063426609337389 |
| Schlagwörter | Behavior Problems; Intervention; School Personnel; Behavior Modification; Program Effectiveness; Social Development; Interpersonal Competence; Student Behavior; Teacher Attitudes; Reinforcement; Prevention; Prosocial Behavior; Student Participation; Colorado; Florida |
| Abstract | Although there is literature supporting the effectiveness of tertiary behavioral supports, the majority of the studies have been conducted with single-subject designs. The Prevent-Teach-Reinforce (PTR) model is a standardized model of a school-based tertiary intervention. This study reports initial results from a randomized controlled trial to compare whether the PTR model, as implemented by typical school personnel, is more effective than interventions typically used (i.e., services as usual). To date, 245 students in Grades K-8 have been enrolled in the study, and preliminary results show that students who received the PTR intervention had significantly higher social skills and academic engaged time and significantly lower problem behavior when compared with students who received services as usual. Teachers gave high social validity ratings to the intervention. Implications for widescale school adoption are discussed. (Contains 3 tables.) (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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