Table Of Content2
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Paul H. Brookes Publishing Co.
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Copyright © 2017 by Paul H. Brookes Publishing Co., Inc.
All rights reserved.
“Paul H. Brookes Publishing Co.” is a registered trademark of Paul H. Brookes Publishing Co., Inc.
Individuals in this book are composites based on the authors’ experiences. In all instances, identifying details have been changed to protect
confidentiality.
Purchasers of Prevent-Teach-Reinforce for Families: A Model of Individualized Positive Behavior Support for Home and Community are granted
permission to download, print, or photocopy Figures 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 6.1, 6.2, 6.3, and 7.7 for clinical or educational
purposes. These forms may not be reproduced to generate revenue for any program or individual. Photocopies may only be made from an
original book. Unauthorized use beyond this privilege may be prosecutable under federal law. You will see the copyright protection notice at the
bottom of each photocopiable page.
Portions of this book were previously published in the following: Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive
Behavior Support by Glen Dunlap, Rose Iovannone, Donald Kincaid, Kelly Wilson, Kathy Christiansen, Phillip S. Strain, and Carie English.
Copyright © 2010 Paul H. Brookes Publishing Co., Inc. All rights reserved. Prevent-Teach-Reinforce for Young Children: The Early Childhood
Model of Individualized Positive Behavior Support by Glen Dunlap, Kelly Wilson, Phillip S. Strain, and Janice K. Lee. Copyright © 2013 Paul
H. Brookes Publishing Co., Inc. All rights reserved.
Library of Congress Cataloging-in-Publication Data
The Library of Congress has cataloged the print edition as follows:
Names: Dunlap, Glen, author.
Title: Prevent-teach-reinforce for families: a model of individualized positive behavior support for home and community / by Glen Dunlap,
Ph.D.
Description: Baltimore: Paul H. Brookes Publishing Co., [2017] | Includes bibliographical references and index.
Identifiers: LCCN 2016040547 (print) | LCCN 2016051350 (ebook) | ISBN 9781598579789 (pbk.) | ISBN 9781681250687 (pdf) | ISBN
9781681250670 (epub)
Subjects: LCSH: Problem children—Counseling of. | Problem children—Family relationships. | Problem children—Behavior modification. |
Behavior disorders in children—Prevention. | Child development.
Classification: LCC HQ773 .D86 2017 (print) | LCC HQ773 (ebook) | DDC 649/.64—dc23
LC record available at https://lccn.loc.gov/2016040547
British Library Cataloguing in Publication data are available from the British Library.
Version 1.0
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Contents
About the Forms
About the Authors
Foreword Ann Turnbull
Acknowledgments
1 Introduction to Prevent-Teach-Reinforce for Families (PTR-F)
2 How to Work with Families
Appendix: Case Examples
3 Initiating the PTR-F Process
Appendix: Case Examples
4 PTR-F Assessment (Functional Behavioral Assessment)
Appendix: Case Examples
5 PTR-F Intervention
Appendix: Case Examples
6 Coaching the Family to Implement Plans with Fidelity
Appendix: Case Examples
7 Using Data and Next Steps
Appendix: Case Examples
References
Intervention Guide
Index
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About the Forms
Purchasers of Prevent-Teach-Reinforce for Families are granted permission to download, print, and photocopy
the following forms included in this book. These materials are included with the print and e-book and are also
available for download at brookespublishing.com/downloads with (case sensitive) keycode: 38nlGlP89.
Form 1 (Figure 3.1) PTR-F Goal Sheet
Form 2 (Figure 3.2) PTR-F Behavior Rating Scale
Form 3 (Figure 3.3) Self-Evaluation Checklist: Initiating the PTR-F Process
Form 4 (Figure 4.1) PTR-F Assessment Checklist: Prevent
Form 5 (Figure 4.2) PTR-F Assessment Checklist: Teach
Form 6 (Figure 4.3) PTR-F Assessment Checklist: Reinforce
Form 7 (Figure 4.4) PTR-F Assessment Summary Table
Form 8 (Figure 4.5) Self-Evaluation Checklist: PTR-F Assessment
Form 9 (Figure 5.1) PTR-F Behavior Support Plan Summary
Form 10 (Figure 5.2) Self-Evaluation Checklist: PTR-F Intervention
Form 11 (Figure 6.1) PTR-F Fidelity of Strategy Implementation Form
Form 12 (Figure 6.2) PTR-F Family Coaching Information Sheet
Form 13 (Figure 6.3) PTR-F Coach Planning and Reflection Log
Form 14 (Figure 7.7) PTR-F Plan Implementation Guide
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About the Authors
Glen Dunlap, Ph.D., is a research professor at the University of Nevada, Reno. Glen has worked for many
decades as a researcher and teacher in the areas of positive behavior support, early intervention, autism and
related disabilities, child protection, families, and family support. He was involved in establishing the West
Virginia Autism Training Center and the Florida Center for Autism and Related Disabilities and was a
leading investigator for several federally funded research centers. He has authored more than 240 articles,
books, and book chapters and served on 15 editorial boards. He was a founding editor of the Journal of Positive
Behavior Interventions and served as editor of Topics in Early Childhood Special Education for approximately 10
years.
Phillip S. Strain, Ph.D., is Professor of Educational Psychology and Director of the Positive Early Learning
Experiences Center in the School of Education and Human Development at the University of Colorado,
Denver. Dr. Strain is the author of more than 300 professional papers that have focused on young children
with autism, prevention of challenging behavior, and inclusion practices. Over more than four decades in the
field, he has been a teacher, early intervention program administrator, and university professor. Dr. Strain’s
research on challenging behavior and autism has received more than $50 million in grant support, and this
work has garnered multiple career achievement awards.
Janice K. Lee, M.Ed., BCBA, is a member of the research faculty at the University of Nevada, Reno. She is a
co-author of Prevent-Teach-Reinforce for Young Children: The Early Childhood Model of Individualized Positive
Behavior Support (Paul H. Brookes Publishing Co., 2013) and coordinated the randomized controlled trial of
Prevent-Teach-Reinforce for Young Children in northern Nevada. She also coordinates Nevada’s early
childhood initiative on promoting social-emotional competence and Pyramid Model implementation across
early care and education settings. Janice’s experiences and interests include early intervention, early childhood,
challenging behavior, positive behavior support, social and emotional competence, autism and developmental
disabilities, inclusion, and working with families. For more than 20 years, she has worked with children,
families, practitioners, and professionals at the local, state, and national levels as a practitioner, consultant,
coach, trainer, and technical assistance provider. Janice has a master’s degree in early childhood special
education and is a Board-Certified Behavior Analyst.
Jaclyn (Jackie) D. Joseph, Ph.D., BCBA, is project coordinator for the randomized, controlled trial of
Prevent-Teach-Reinforce for Young Children (PTR-YC) at the Positive Early Learning Experiences (PELE)
Center of the University of Colorado, Denver. She has co-authored articles and book chapters and conducted
dozens of training sessions and workshops on PTR-YC. Prior to working at the PELE Center, Jackie was
primarily involved with supporting families of young children with disabilities. Jackie’s professional and
research interests include evidence-based interventions for reducing the challenging behaviors and improving
the social-emotional competence of young children in home settings and in early education and care
classrooms.
Christopher Vatland, Ph.D., is a research assistant professor in the Department of Child and Family Studies
at the University of South Florida in Tampa, Florida, where he collaborates on a number of research and
technical assistance projects in the areas of positive behavior support and family and community engagement.
Dr. Vatland has extensive experience with coordination of family support services as well as the development
and implementation of behavior interventions in home and community settings.
Lise Fox, Ph.D., is a professor in the Department of Child and Family Studies at the University of South
Florida in Tampa, Florida, and the Co-Director of the Florida Center for Inclusive Communities: A
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University Center for Excellence in Developmental Disabilities. Dr. Fox was one of the developers of the
Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children and is engaged
in research, training, and technical assistance efforts related to the use of evidence-based practices in early
education and care classrooms, professional development and coaching of early educators, family support,
positive behavior support, and the implementation of the Pyramid Model within early care and education
programs.
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Foreword
In 1999, Carr and colleagues reported on their synthesis of positive behavior support (PBS) research focusing
on individuals with developmental disabilities and published between 1985 and 1996. Highlights of their
findings include the following:
No functional assessment occurred in 41% of the interventions.
Slightly more than half of the research studies were carried out by an atypical intervention agent (i.e.,
someone who did not provide primary support to the target individual).
Approximately two thirds of the interventions occurred in an atypical setting (i.e., settings not
considered to be normative for the individual’s age, such as segregated schools, clinics, and sheltered
workshops).
Approximately one third of the studies combined PBS interventions with non-PBS interventions
(e.g., forced compliance, time out, and brief restraint).
Only 3.5% of the sample had an intervention directly aimed at producing lifestyle change.
At the turn of the 21st century, PBS had made great strides since its inception in the early 1980s, but
there was still substantial room for enhancement. Upon careful consideration of the data trends, Carr et al.
(1999, p. 86) strongly recommended that future PBS focus on
“Repeated functional assessments that identify, on an ongoing basis, the environmental and behavioral deficiencies that are the
root cause of problem behavior
Direct linkage between assessment information and the design of interventions
Intervention in all relevant contexts…
Ecologically valid relevant contexts (i.e., typical agents carry out intervention in typical settings)
The long-term perspectives of consumers—by designing and redesigning interventions as changes in life circumstances
warrant; that is, intervention plans must have a life span orientation rather than a crisis management orientation
Consumers being an integral part of the system by constructing interventions that respond to the personal needs and concerns
of consumers (goodness-of-fit) thereby ensuring practicality and relevance
Social validity issues, defining outcome goals in terms of comprehensive lifestyle change and support and not just reduction in
problem behavior”
Now, what does the Carr et al. (1999) analysis have to do with Prevent-Teach-Reinforce for Families? In
paraphrasing Mahatma Gandhi,
You must be the change you wish to see in the world.
Glen Dunlap and his colleagues were close associates of Ted Carr. Although Ted was killed in a tragic car
accident in 2009, Glen and his colleagues have carried on the legacy of Ted’s work and the legacy of their own
work. Prevent-Teach-Reinforce for Families is the result of this author team embracing the opportunity to “be
the change they wished to see in the world.” They have addressed every one of the recommendations above by
fully incorporating the essence of each into the seven chapters of this book:
Repeated functional assessments
Direct linkage between assessment and interventions
Interventions in all relevant contexts
Ecologically valid relevant contexts
Long-term perspective of consumers
Consumers being an integral part of the intervention
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Social validity of comprehensive lifestyle
The authors recognize and honor families as the first and most enduring unit across the life span to which
individuals with disabilities relate. They do this by empowering and supporting families to develop the
capacity to carry out successful PBS interventions within the least restrictive environment of their own homes,
neighborhoods, and communities.
The PTR-F model is based on a team concept that is both person-centered and family-centered. The
team follows core principles and strategies in initiating, assessing, intervening, coaching, and monitoring the
process. Their goal is not solely the reduction of problem behavior but also is the enhancement of inclusion
and community participation leading to lifestyle change.
The authors include an Intervention Guide with detailed procedures for implementing PTR-F
interventions. Furthermore, there are 14 practical, useful forms that are included with the book and available
for download free of charge. It is rare for the publisher and authors of a book to allow free access to the tools
that are illustrated; therefore, a major bonus of investing in this book is not only having the relevant content of
the narrative but also having a toolbox that will aid you in ready implementation.
Undoubtedly, Ted’s spirit in the universe is celebrating this new book. All of us who knew Ted want him
to be proud of our work, and we are confident that he is proud of these authors and their new PTR-F
contribution.
I am unable to end this Foreword without commenting on the senior members of the author team who I
am happy to say are longtime friends and colleagues—Glen Dunlap, Phil Strain, and Lise Fox. Although I
have not yet had the privilege of personally knowing Janice, Jaclyn, and Christopher, I look forward to
meeting them. Glen, Phil, and Lise are the “best of the best” when it comes to combining their heads and
their hearts in crafting individualized PBS. I have the utmost respect and affection for them, and it gives me
such fervent optimism that they are moving individualized PBS for families in exactly the right direction. It is
my great expectation that Janice, Jaclyn, and Christopher, now junior colleagues, will keep honing and
improving interventions to enhance individual and family quality of life through individualized PBS for many
decades to come.
In closing, let’s reflect on another principle of Mahatma Gandhi:
A small body of determined spirits fired by an unquenchable faith in their mission can
alter the course of history.
Thank you, Glen, Phil, Janice, Jaclyn, Christopher, and Lise, for being those determined spirits who,
through this book, are altering the course of PBS history for children who experience challenging behavior
and for their parents and siblings who all yearn for a safe, secure home and happy family life.
Ann Turnbull, Ph.D.
Co-Founder, Beach Center on Disability Beach Distinguished Professor Emerita University of Kansas,
Lawrence
REFERENCE
Carr, E.G., Horner, R.H., Turnbull, A.P., Marquis, J.G., Magito-McLaughlin, D., McAtee, M.L., …
Braddock, D. (1999). Positive behavior support as an approach for dealing with problem behavior in people with
developmental disabilities: A research synthesis. Washington, DC: American Association on Mental
Retardation.
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