Prevent-teach-reinforce: The School-based Model of Individualized Positive Behavior Support by Carie English, Glen Dunlap, Phillip S. Strain, Rose Iovannone, Kathy Christiansen, Kelly Wilson, Donald Kincaid (Mixed media product, 2009)
This book provides school-based teams with everything they need to implement the research-proven Prevent-Teach-Reinforce model to address serious behavior problems in school. Prevent-Teach-Reinforce (PTR) is a practical model for addressing serious behavior problems in school settings. Designed for use by school-based teams, the model has been shown in rigorous efficacy research to be effective in reducing behavior problems and increasing social skills and academic engaged time. The model's operations are based on detailed and explicit steps and guidelines, and they address three core components: preventing behavior problems from occurring by adjusting the student's curriculum and social and physical environment, teaching proactive communication skills to replace behavior problems, and reinforcing prosocial behavior and academic achievement. This easy-to-use book provides school-based teams with the specific guidelines and the numerous forms and tools needed to implement the PTR model.
Kelly Wilson, Professional Research Assistant, Center for Positive Early Learning Experiences, Center for Collaborative Educational Leadership, School of Education and Human Development, University of Colorado at Denver, 1380 Lawrence Street, Suite 600, Denver, Colorado 80204 Ms. Wilson is a research assistant/consultant for the Center for Positive Early Learning Experiences at the University of Colorado at Denver. She is currently working on the PTR (Prevent-Teach- Reinforce) grant and the Learning Experiences: An Alternative Program for Preschoolers and Parents (LEAP) Outreach Project, providing consultation and training to elementary schools and preschools serving children with autism and challenging behaviors. Over the last 13 years, Ms. Wilson has been involved in almost every aspect of early intervention, general education, and special education. She has extensive experience as a trainer for children with special needs and challenging behavior in inclusive settings. Kathy Christiansen joined Floridaa (TM)s Positive Behavior Support Project in 2008 as a Technical Assistant Specialist. She provides consultation, training and technical assistance to school districts throughout the state of Florida on positive behavior supports across all three tiers. Prior to joining the project, Kathy served as a Behavior Research Specialist with the Prevent-Teach-Reinforce research project, a school-based model of individualized positive behavior support, funded through the Institute of Education Sciences, US Department of Education. Glen Dunlap, Ph.D., Research Professor, Division of Applied Research and Educational Support (DARES), Department of Child & Family Studies, Florida Mental Health Institute, University of South Florida, Tampa, Florida 33612-3899 Dr. Dunlap is a research professor at the University of South Florida, where he works on several research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities, and family support. He has been involved with individuals with disabilities for more than 35 years and has served as a teacher, administrator, researcher, and university faculty member. Dr. Dunlap has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 185 articles and book chapters, coedited four books, and served on 15 editorial boards. Dr. Dunlap was a founding editor of the Journal of Positive Behavior Interventions and is the current editor of Topics in Early Childhood Special Education. He moved to Reno, Nevada, in 2005, where he continues to work on research and training projects as a member of the faculty at the University of South Florida. Rose Iovannone, Ph.D., Assistant Professor, Division of Applied Research and Educational Support (DARES), Department of Child & Family Studies, Florida Mental Health Institute, University of South Florida, 13301 Bruce B. Downs Boulevard, MHC 2113A, Tampa, Florida 33612-3899 Dr. Iovannone is currently the director of the Prevent-Teach-Reinforce (PTR) Project. She has also served as the co-principal investigator on a University of South Florida (USF) subcontract for the Professional Development in Autism Project funded by Office of Special Education Programs (OSEP) and Assistant Director for the Center for Autism and Related Disabilities (CARD) at USF. She has published several journal articles and book chapters in the areas of functional assessment, function-based support plans, and positive behavior support and is currently working on numerous manuscripts related to preliminary outcomes of the PTR project. She teaches graduate-level courses on behavioral interventions. As an expert in providing support at the tertiary level, Dr. Iovannone is also a well-respected trainer and consultant. She has extensive experience in working with individuals with autism, learning disabilities, and emotional di
Carie English, Donald Kincaid, Glen Dunlap, Kathy Christiansen, Kelly Wilson, Phillip S. Strain, Rose Iovannone