An Evaluation of the Prevent-Teach-Reinforce (PTR) Model in a Community Preschool Setting

This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model with two four-year-old children in a community preschool classroom. A multiple baseline design across activities was used to assess the teacher implementation of the behavior intervention strategies developed during the PTR team process and the changes in child problem behavior and engagement. Additional measures associated with the outcomes, such as researcher procedural integrity and social validity were assessed. The results suggest that the team of teachers were able to implement the PTR intervention with fidelity, which resulted in a decrease in the children’s problem behavior and an increase in their engagement. The PTR process was deemed feasible and acceptable by the teaching staff, and that the child behavioral outcomes were evaluated as acceptable by naïve observers