Evaluating the Prevent-Teach-Reinforce Model for High School Students With Autism Spectrum Disorder / Deanna DEENIHAN in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.56-68 Titre : Evaluating the Prevent-Teach-Reinforce Model for High School Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Deanna DEENIHAN, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur Article en page(s) : p.56-68 Langues : Anglais (eng) Mots-clés : prevent-teach-reinforce,functional behavior assessment,autism,high school,manualized intervention Index. décimale : PER Périodiques Résumé : This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated that the educators implemented the PTR intervention plans with high levels of fidelity, and their implementation of the intervention plans led to decreases in problem behavior and increases in replacement behavior across all three participating students with autism spectrum disorder. The educators demonstrated using the Individualized Behavior Rating Scale Tool effectively as designed to monitor student progress, and the educators and students found the PTR intervention to be acceptable and satisfactory. All three educators expressed interest in continuing to implement the PTR intervention after the completion of the study. Implications and areas for future research are discussed. En ligne : https://doi.org/10.1177/10883576221137284 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Evaluating the Prevent-Teach-Reinforce Model for High School Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Deanna DEENIHAN, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur . - p.56-68. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.56-68 Mots-clés : prevent-teach-reinforce,functional behavior assessment,autism,high school,manualized intervention Index. décimale : PER Périodiques Résumé : This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated that the educators implemented the PTR intervention plans with high levels of fidelity, and their implementation of the intervention plans led to decreases in problem behavior and increases in replacement behavior across all three participating students with autism spectrum disorder. The educators demonstrated using the Individualized Behavior Rating Scale Tool effectively as designed to monitor student progress, and the educators and students found the PTR intervention to be acceptable and satisfactory. All three educators expressed interest in continuing to implement the PTR intervention after the completion of the study. Implications and areas for future research are discussed. En ligne : https://doi.org/10.1177/10883576221137284 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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