Effects of Prevent-Teach-Reinforce on Academic Engagement and Disruptive Behavior

Autor/inn/en	DeJager, Brett W.; Filter, Kevin J.
Titel	Effects of Prevent-Teach-Reinforce on Academic Engagement and Disruptive Behavior
Quelle	In: Journal of Applied School Psychology, 31 (2015) 4, S.369-391 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2015.1084966
Schlagwörter	Program Effectiveness; Teaching Methods; Reinforcement; Behavior Modification; Kindergarten; Grade 4; Grade 5; Elementary School Students; Rural Schools; Fidelity; Behavior Problems; Learner Engagement; Effect Size; Positive Behavior Supports; Functional Behavioral Assessment; Observation; Likert Scales; Goal Orientation; Check Lists; Interviews; Intervention; Minnesota; Systematic Screening for Behavior Disorders + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Positive Verstärkung; Behaviour modification; Verhaltensänderung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Beobachtung; Likert-Skala; Zielorientierung; Zielvorstellung; Checkliste; Interviewing; Interviewtechnik
Abstract	This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions were implemented with fidelity by all teachers and P-T-R was associated with mean decreases in disruptive behavior for all participants with Tau-U effect sizes ranging from minimal to strong. All three participants demonstrated mean increases in academic engagement with strong effect sizes. P-T-R interventions were associated with moderate to high levels of perceived social validity. Implications for consistent and efficient FBA-based interventions in schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01