Abstract Students in general education classrooms are increasingly being identified as being in need of individualized behavior supports. Thus, this study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of typically developing students with behavioral challenges in a high-need elementary school setting. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed in conjunction with the PTR model as a feasible daily progress monitoring tool. A multiple baseline across participants was employed with three first grade students to evaluate the impact of implementation of the model on the students’ behaviors. The results of the study indicated that the PTR model was effective in reducing problem behaviors and increasing the use of replacement behaviors for all three participants. In addition, the IBRST completed by the teachers was found to have a substantial correlation to data collected during direct observations.

中文翻译：

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在普通教育环境中评估预防教学强化（PTR）模型

摘要通识教育课堂中的学生越来越多地被确定为需要个性化的行为支持。因此，本研究评估了预防教学强化（PTR）模型，以确定其对在有高度需求的小学环境中通常面临行为挑战的发展中学生的问题和替代行为的影响。此外，研究还研究了个性化行为评估量表工具（IBRST）的有效性和可用性，该工具与PTR模型一起开发，是一种可行的日常进度监控工具。参与者的多重基线与三名一年级学生一起使用，以评估该模型的实施对学生行为的影响。研究结果表明，PTR模型对于减少所有三个参与者的问题行为和增加替代行为的使用是有效的。此外，还发现教师完成的IBRST与直接观察期间收集的数据有很大的相关性。