Prevent-Teach-Reinforce Model: A
Tier 3 Behavior Intervention Process
Rose Iovannone, Ph.D., BCBA
iovannone@fmhi.usf.edu
813-974-1696
The contents of this training were developed under grant H324P04003 from the Department of Education
Activity—Step 2
Activity Packet—Page 6
Step 3 Activity: Paris
Activity Packet Pages 7-8
Appropriate
Inappropriate
Case Study—Step 3: PTR Assessment
Possible Hypotheses
When….
Student will….
As a result…
Paris is working on
independent and/or nonpreferred tasks, when
transitioning to a preferred
activity, and when involved in
large or small group
teacher led instruction,
Call out, become
disengaged, and not
complete her work (or
rushes through task)
Paris gets: (a) attention
from peers and adults
(b) expedites the end of
a non-preferred activity
to gain access to a
preferred one
Paris is working on
independent and/or nonpreferred tasks, when
transitioning to a preferred
activity, and when involved in
large or small group
teacher led instruction,
Raise her hand for
attention, be
engaged, and
complete work
Paris gets: (a) attention
from peers and adults
(b) expedites the end of
a non-preferred activity
to gain access to a
preferred one
Step 4 Activity: Paris
Intervention Plan
Activity Packet Page 9
Case Study—Step 4: PTR Intervention
Prevent
Strategies
Environmental
Support
Specific Strategy steps
Paris will be provided a visual checklist that will list her tasks
needing to be completed during independent work time. Paris will
check off (a) completion, and (b) neatness.
1.Before independent work time, the teacher will give Paris a
choice of vis-à-vis color pen to write down her tasks
2.The teacher will review “Complete” and “Neat” tasks with Paris
and how Paris will self-evaluate.
3.The teacher and Paris will determine the number of checks
Paris will need to get her choice reinforcer activity.
4.When Paris thinks she is finished, she will take her pen and
check whether each task is complete and neat.
5. Paris will make eye contact with the teacher and raise her
hand.
6.The teacher will indicate that she has seen her hand (popsicle
stick) and either go over immediately or indicate to Paris to ‘wait’.
7.The teacher will provide Paris feedback on her self-evaluations
of completeness and neatness, and if the teacher agrees with the
feedback, release Paris to a chosen reinforcer activity
Prevent
Strategies
Choicemaking
Specific Strategy steps
Paris will be provided choices of reinforcers to work toward and choice
of vis-à-vis pen for writing down her tasks.
1.A choice-board
will be made from which Paris will select her preferred
reinforcing activities. Each morning, upon entering the room, Paris will be
shown pictures of five preferred activities: (a) Computer in Mrs. S’s room; (b)
Listening center; (c) Reading or helping the kindergarten class; (d) Visit the
office; (e) Play literacy game with peer
2.From the pictures, Paris will select the 2 activities that she would like to have
placed on her personal choice board kept near her desk.
3.Before independent work time, the teacher will ask Paris which color vis-à-vis
pen she wants to use to write down her tasks on her checklist.
4.After Paris writes her tasks, she will select one of the two activities that she
will earn as a reinforcer contingent upon earning the agreed upon checks for
completing her tasks and being neat
5.Paris will place the picture on her check-sheet. This activity will take the place
of non-preferred activity time (20 minutes).
Teach
Strategies
Replacement
Behavior
Specific Strategy Steps
Replacement behavior: Raising hand to ask for help or attention
Paris will be taught how and when to raise her hand.
A. Independent Work Time
1.
When Paris requires assistance or attention, she will first
make eye contact with her teacher—no sounds/words will
come from Paris.
2.
After eye contact, she raises her hand—making no
noises/sounds. She keeps her hand in the air, straight.
3.
The teacher indicates how long it will be before she can get
to Paris (no more than 2 minutes should elapse).
B. Small Group Instruction
1. When Paris wants is answering a question or wants to
make a comment, she will raise her hand straight up in the
air. No words will be spoken.
2. Paris will wait until the teacher either (a) calls on her, or (b)
indicates her hand raising with a popsicle stick
Teach
Strategies
SelfManagement
Specific Strategy Steps
Paris will be taught to monitor her hand-raising behaviors.
1. A bar chart will be given to Paris to keep in a folder.
2. As Paris raises her hand and earns popsicle sticks, she will
indicate on the graph the number of times she raises her hand
each day.
3. A daily goal for hand raising behaviors will be set and
reviewed.
5. A verbal/gestural prompt can be provided to remind Paris to
graph her hand raising behaviors.
Reinforce
Strategies
Replacement
Behavior:
Raising Hand
Specific Strategy Steps
1. When Paris raises her hand, the teacher will either recognize
Paris and have her ask her question, answer a question, or
make her comment.
2. If the teacher is teaching a group, she will say, “Wait. Watch the
clock second hand go around ___ time, and I’ll get your
question.”
3. Each time Paris raises her hand, she will get a popsicle stick
and verbal praise or positive gesture from the teacher.
4. The teacher will wear an apron (and Paris’ job will be to remind
her to wear the apron). Popsicle sticks will be kept in one
pocket. Each time Paris raises her hand and the teacher is
unable to get to Paris or have her make a comment, the teacher
will move one popsicle stick out of the holding pocket over to
another pocket in which the ‘earned’ popsicle sticks will be kept.
5. At the end of instructional blocks, the teacher will have Paris
count her popsicle sticks and arrange for Paris to trade them for
orange cones (magnets) to be put on the board. Each 5 popsicle
sticks will earn Paris a cone.
Reinforce
Strategies
Specific Strategy Steps
Group
Contingency
1. For each 5 popsicle sticks earned, an orange cone symbol will be
placed on the white board visible for the entire class.
2. After 5 cones get on the board (indicating 25 hand raises), the entire
class will earn free time at the end of the day. They can go outside, see
a movie, go to the library or play games.
3. The class will be prompted to praise Paris for helping them earn free
time.
Self-Management
1. At the end of the day, Paris will record the number of popsicle sticks she
earned for her hand raising behavior.
2. If she meets her goal (25), a good note will go home to her
grandmother.
Environmental
Support
(completing task)
1. After Paris raises her hand indicating her work is completed and her
checklist is filled in, the teacher will walk over to Paris’ desk.
2. The teacher will praise Paris for completing her checklist.
3. The teacher will provide feedback on Paris’ self-evaluation.
4. If Paris meets her goal, she will be praised and released to her selected
reinforcing activity.
5. If Paris did not meet her goal, the teacher will verbally praise her for
trying and have Paris say how she could meet her goal the next day.
Reinforce
Strategies
Discontinue
Reinforcement
of Problem
Behavior
Specific Strategy Steps
If Paris calls out, the teacher will:
1.
2.
3.
4.
If Paris is looking at the teacher, the teacher will hold up a
popsicle stick as a visual cue to remind her of her hand
raising behavior. No verbal redirects will be given.
If Paris is not looking at the teacher, the teacher will say
“Paris” in a flat affect. When Paris looks at the teacher, the
teacher will hold up a popsicle stick as a cue.
The popsicle stick being held up moves into the ‘oops I
forgot’ apron pocket. Initially, Paris will be allowed 10 oops
popsicle sticks before they are subtracted from her total
earned.
If during the next opportunity, Paris raises her hand
unprompted after getting the oops stick, the teacher will
move the oops stick into the ‘earned’ popsicle pocket.
Step 5: Evaluation Activity
Activity Packet pages 10-13
FollowUp
Call Outs
5
Intervention
Baseline
4
Ratings
New Teacher
3
2
1
1
3
5
7
9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71
Sessions
Dates
11
/1
6/
20
06
Rating
5
5/
3/
20
5/ 06
8/
2
5/ 006
11
/2
5/ 006
16
/2
00
6
1/
30
/2
0
2/ 06
2/
20
2/ 06
7/
2
2/ 006
13
/2
2/ 006
16
/2
2/ 006
22
/2
2/ 006
28
/2
0
3/ 06
3/
20
3/ 06
8/
2
3/ 006
13
/2
3/ 006
17
/2
3/ 006
29
/2
0
4/ 06
3/
20
4/ 06
6/
2
4/ 006
11
/2
4/ 006
18
/2
4/ 006
26
/2
00
6
Work Completion
Intervention
FollowUp
Baseline
New
Teacher
4
3
2
1
Task Engagement
5
Baseline
Intervention
New
Teacher
4
Ratings
FollowUp
3
2
1
1
3
5
7
9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71
Sessions
Dates
06
11
/1
5/
20
06
11
/1
6/
20
06
11
/1
7/
20
06
11
/2
0/
20
06
5
11
/1
4/
20
5/
1/
20
06
5/
2/
20
06
5/
3/
20
06
5/
4/
20
06
5/
52
00
6
5/
8/
20
06
5/
9/
20
06
5/
10
/2
00
6
5/
11
/2
00
6
5/
12
/2
00
6
5/
15
/2
00
6
5/
16
/2
00
6
5/
17
/2
00
6
Rating
Raising Hand
Intervention
Follow-up
New Teacher
4
3
2
1
Step 5: Evaluation
Paris Outcome Data
Measure
Baseline
Post-test
Change
SSRS-PB
121
120
-1
SSRS-SS
80
92
+12
AET
.58
.65
+.07
22
Jeff’s Intervention (from JPBI
article)
Jeff Case Study: Hypothesis
Case Study Jeff: PTR Intervention Plan
Prevent
Strategies
Description
Choice-Making Using a choice matrix, decide upon the choice that will be offered to
Jeff each day with his writing assignment. The following choices will
be rotated: (a) Within—writing tool to use (pen/pencil), color
notebook paper, color of eraser, topic; (b) Who—peer for writing
partner; (c) Where—Robin’s room, round table, desk; (d) When—
part now, part later, whole task now
Steps:
1.Right before giving the writing assignment to Jeff, decide upon the
choice to be offered.
2.Once the choice is determined, present it to Jeff by saying, “What
do you want to use for writing today? The pen or the pencil?”
3.Praise Jeff for making the choice—”Thank you for making a
choice.” and honor the choice
Jeff—Intervention Plan
Prevent
Strategies
Description
Environmental
Support
Visual Timer: Set a visual timer for the amount of time agreed upon
with Jeff to complete the writing assignment.
Steps:
1.
Discuss the goal for completing the writing assignment. Say, “I
think you can complete the assignment in ___ minutes. What
do you think?”
2.
Set the timer by saying, “Jeff, let’s see if you can beat the timer.
Today, you have ___ minutes (time from step 1) to complete the
writing. Ready, set, go.”
Jeff—Intervention Plan
Teach
Strategies
Description
Pro-academic
Replacement
Behavior—
Academic
Engagement
Jeff will be taught how to remain engaged on a writing assignment.
Engagement is defined as: working on a task without disrupting
by raising hand to speak, keeping pencil upright, and letting
neighbors work.
Steps:
1.
Divide Jeff’s writing task into 3 major sections—starter, details,
conclusion
2.
Tell Jeff that for each section completed, he earns a “dot” that
he should place in the envelope hanging at the side of his desk.
3.
Inform him that he can use the dots later to get out of work and
to get special rewards for himself and the rest of the class.
4.
Review his self-management checklist/dot total sheet with Jeff.
Review each section of the writing assignment (step 1), his goal
(time for completion), and academic engaged behaviors.
5.
On Monday, a weekly goal should be discussed and set.
Jeff—Intervention Plan
Reinforce
Strategies
Description
Reinforce Proacademic
Replacement
Behavior—
Academic
Engagement
Jeff will be reinforced for academic engagement and meeting his daily goal
with allowable/earned escape represented by the dots. Jeff can use
his dots to get out of doing work/problems during independent work
times.
Steps:
1.
At the end of the writing period or when Jeff completes his writing
(whichever event occurs first), review Jeff’s self-management
checklist.
2.
For each behavior on the checklist, discuss with Jeff whether he
performed the activity. If yes, place a check in the box. If no, place
an “x” in the box. For each check, Jeff should be given a dot. When
reviewing, say, “Jeff, did you write a starter sentence?”… Did you
stay on task? Did you meet your goal?” When giving dots, say “Jeff,
how many checks do you have today? How many dots do you earn?”
3.
Jeff uses dots by sticking it over a problem/question he doesn’t want
to do and showing the teacher when he uses a dot. He can escape
as long as he has dots in his envelope.
4.
If Jeff uses a dot to get out of work, immediately say “You used a dot
to get out of ____. You earned it!”
5.
If Jeff meets his weekly goal, he can go to his brother’s kindergarten
class and read a book to them.
Jeff—Intervention Plan
Reinforce
Strategies
Description
Group
Contingency
(Modified)
If Jeff meets his daily (time) goal for completing his writing
assignment within the time agreed upon, the class earns a
bonus letter toward the mystery reinforcer of the week. When
Jeff earns the class this letter, the class provides attention to
Jeff by thanking him and celebrating (clapping hands, saying
“Yeah”.
Steps:
1.
After reviewing Jeff’s self-management sheet, ask him, “Did you
meet your goal today?”
2.
If yes, “You did meet your goal. Let’s tell the class they’ve
earned a letter for the mystery reinforcer.”
3.
Tell the class, “Jeff met his goal today. We get another letter on
the board.”
4.
Prompt the class to thank Jeff (if they haven’t done so
spontaneously).
5.
If no, “You worked hard and tried. You’ll do it tomorrow!”
Jeff Data
Step 5: Evaluation
Other Outcome Data for Jeff
Measure
Baseline
Post-test
Change
SSRS-PB
127
113
-14
SSRS-SS
85
92
+7
AET
.52
.82
+.30