The popular, researchbased PreventTeachReinforce (PTR) model is used in schools and childcare settings nationwide to address challenging behaviors in children with and without disabilities. Now, with thePreventTeachReinforce for Families (PTRF)model in this accessible guidebook, you can use this proven approach with families to help them resolve their child's challenging behavior in their own homes and communities. Developed by top behavior experts, PTRF is a highly effective intervention model that helps familiespreventbehavior problems in children ages 2-10,teachproactive communication and social skills, andreinforcepositive behavior. In this expertly organized book, you'll discover how to take on the role of PTRF facilitator to meet each family's unique needs, and you'll get a clear 5step process for guiding families as they promote their child's positive behavior (see below). With this comprehensive, adaptable model of behavior support, you'll strengthen family engagement, set each child on the path to healthy socialemotional development, and improve quality of life for the entire family. HELP FAMILIES WITH THE 5STEP PTRF PROCESS: Initiating the process.Establish a partnership with the family, and then work together to set individualized goals and develop a vision for the child's future. Assessment.Guide the family through the steps of functional behavioral assessment (FBA) to uncover the triggers and functions behind the child's behavior. Intervention.Using results of the FBA, help the family choose from a menu of intervention options to build a behavior support plan that meets their specific needs. Coaching.Conduct meetings with the family, acting as cheerleader and coach and guiding the family to implement the behavior support plan with fidelity in home and community settings. Monitoring.Review behavioral data with the family to monitor how well the plan is being implemented and whether the child is making progress. PRACTICAL MATERIALS:Practical, printable forms (including a Behavior Rating Scale for data collection, Assessment Checklists, Behavior Support Plan Summary, Fidelity of Strategy Implementation Form, and complete PTRF Plan Implementation Guide), plus extended case examples that walk you through the PTRF steps and bring the process to life. 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 theJournal of Positive Behavior Interventionsand is the current editor ofTopics 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. Dr. Lise Fox is a professor in the Department of Child and Family Studies of the University of South Florida in Tampa, Florida and the Co-Director of Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities (www.flcic.org ). Lise was the Principal Investigator of the Technical Assistance Center for Social Emotional Intervention (www.challengingbehavior.org) funded by the Office of Special Education Programs. Dr. Fox is engaged in research and training efforts related to the implementation of the Pyramid Model in early education and care classrooms, program-wide models of implementation, and positive behavior support. She received the Mary E. McEvoy Service to the Field Award from the Division for Early Childhood. Janice K. Lee, M.Ed., BCBA,is a member of the research faculty at the University of Nevada, Reno. She is a coauthor ofPreventTeachReinforce for Young Children: The Early Childhood Model of Individualized Positive Behavior Supportand coordinated the randomized control trial of PreventTeachReinforce for Young Children in northern Nevada. She also coordinates Nevada's early childhood initiative on promoting socialemotional 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 over 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 BoardCertified Behavior Analyst. Phillip Strain, Ph.D., Professor, School of Education and Human Development, University of Colorado at Denver, 1380 Lawrence Street, Suite 650, Denver, Colorado 80204-2076 Dr. Strain is a professor of Educational Psychology and Psychiatry at the University of Colorado at Denver. He is the author of more than 250 scientific papers and he serves on the editorial boards of more than a dozen professional journals. Dr. Strain has worked in the field of early intervention since 1974, and he serves as a science advisor to the Institute of Medicine, the National Institute of Mental Health, and the U.S. Department of Education. His primary research interests include intervention for young children with early-onset conduct disorders; remediation of social behavior deficits in young children with autism; design and delivery of community-based, comprehensive early intervention for children with autism; and analysis of individual and systemic variables affecting the adoption and sustained use of evidence-based practices for children with severe behavior disorders. Chris 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. Jaclyn (Jackie) D. Joseph, Ph.D., BCBA,is project coordinator for the randomized controlled trial of Prevent Teach Reinforce for Young Children (PTRYC) at the Positive Early Learning Experiences (PELE) Center of the University of Colorado, Denver. She has coauthored articles and book chapters and conducted dozens of training sessions and workshops on PTRYC. 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 evidencebased interventions for reducing the challenging behaviors and improving the socialemotional competence of young children in home settings and in early education and care classrooms. |