Feasibility and potential efficacy of the family-centered Prevent-Teach-Reinforce model with families of children with developmental disorders

2016

Kwang-Sun Blair
[email protected]
813-974-2129

This study examined the feasibility and potential efficacy of the family-centered Prevent-Teach-Reinforce (PTR) model with three families of young children with an autism spectrum disorder or language delay with sensory processing problems. Particularly, the study assessed the family adherence to the PTR intervention, changes in child behavior, family use of the Individualized Behavior Rating Scale Tool (IBRST), procedural integrity, and social validity. A multiple-baseline design across families was used to examine the functional relation between parent-implemented PTR intervention and changes in child behavior. Results indicated that the family-centered PTR process was successful in promoting parents to design and implement the PTR intervention plans with fidelity, and the parents implemented intervention plans were effective in increasing replacement behavior and decreasing problem behavior across children.

PTR model, Positive behavior support, Functional behavior assessment, Family centered intervention, Function-based intervention

Peer-reviewed publications in scholarly journals Published/In Press

Consumers/Families, Professionals, Policymakers, Students

[email protected]

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