Prevent-Teach-Reinforce

Dunlap, Glen; Iovannone, Rose; Wilson, K.; Kincaid, Don; Strain, Phillip S.

doi:10.1177/1098300708330880

Cited by 93 publications

(27 citation statements)

References 41 publications

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“…Results indicated significantly higher academic engagement, social skills, and decreased problem behavior. Dunlap, Iovannone, Wilson, Kincaid, and Strain (2010) used the Prevent-Teach-Reinforce model in an elementary school and reported two case studies that utilized a coaching component for two teachers of students with individualized behavior support plans as one component of the overall package intervention.…”

mentioning

confidence: 99%

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

Bethune

Wood

2013

Teacher Education and Special Education: The Journal of the Tea

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The purpose of this study was to evaluate the effects of coaching on special education teachers' implementation of function-based interventions with students with severe disabilities through the use of a delayed multiple baseline across participants design. This study also sought to examine if teachers could generalize the ability to implement function-based interventions to different situations with their students.Additionally, this study examined the effect of the function-based intervention on the students' problem and replacement behaviors. After an initial training on completion ofFBAs and implementation of function-based interventions, coaching was provided by the researcher to each teacher. Results indicated that there was a functional relationship between implementation of the coaching procedure and an increase in teacher fidelity scores. Teachers demonstrated the ability to generalize the strategies to another situation with the target student. While some improvement in student behavior was noted upon teachers implementation of the function-based intervention without coaching (e.g., teacher baseline), this improvement was not consistent for all students and across the replacement behaviors. A functional relationship was found between accurate implementation of the function-based interventions (e.g., the coaching phase) and an increase in the students' primary replacement behaviors.

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mentioning

confidence: 99%

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

Bethune

Wood

2013

Teacher Education and Special Education: The Journal of the Tea

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“…Based on this we can say that educators and psychologists are mostly concerned about "problem behavior" in schools. When we reviewed the other sources in this study and outside the scope of this research we saw that effective evidence-based interventions and practices have been documented for addressing problem behaviors (Bohanon et al, 2006;Dunlap, Iovannone, Wilson, Kincaid, & Strain, 2010;Fox & Little, 2001;Franzen & Kamps, 2008;Kartub, Taylor-Greene, March, & Horner, 2000;Luiselli, Putnam, & Sunderland, 2002;McCurdy, Mannella, & Eldridge, 2003;McIntosh, Campbell, Carter, & Dickey, 2009;Scott, 2001;Simonsen, Britton, & Young, 2010;Todd, Campbell, Meyer, & Horner, 2008). Nevertheless, maintained and extended uses of these interventions and implementations have not been regular or extensive in other countries except the USA.…”

Section: Discussionmentioning

confidence: 99%

Schoolwide Positive Behavioral Interventions and Support Practices: Review of Studies in the Journal of Positive Behavior Interventions

Öğülmüş¹,

Vuran²

2016

EDUC SCI-THEOR PRACT

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Schoolwide Positive Behavioral Interventions and Support (SWPBIS) focuses on interventions in order tomeet the social behavioral demands of schools with the help of a three-tiered model. The main aim in SWPBIS is to ensure behavioral success and academic achievement of students in schools. By analyzing the related studies it was seen that there are many studies focusing on the effectiveness of SWPBIS practices in schools and there is an ascending trend in the application of SWPBIS in schools. As a result, this study was conducted to review the experimental and quasi-experimental studies related to the SWPBIS published in the Journal of Positive Behavior Interventions (JPBI) between 1999 and 2015. The studies were examined in depth by using epistemological document analysis in 6 categorical areas: (a) purpose, (b) participants, (c) dependent variables, (d) method, (e) limitations, and (f) recommendations. Findings are discussed in accordance with the relevant literature. Finally, new proposals were made for new research and applicability in other countries.

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“…Target guru berorientasi pada kemampuan afektif siswa seperti mengikuti kegiatan pembelajaran dengan tenang, tidak menjatuhkan sepeda motor ketika marah, tidak melempar gelas, tidak menyuruh semua orang diam ketika kegiatan pembelajaran di kelas berlangsung, dan mau mencatat materi. Kajian terdahulu tentang keterampilan vokasonal siswa autis juga menyebutkan bahwa permasalahan perilaku menjadi salah satu kendala dalam pembelajaran keterampilan vokasional (Dunlap, Iovannone, Wilson, Kincaid, & Strain, 2010;Hendricks, 2010;Schall, 2010).…”

Section: Inklusiunclassified

Keterampilan Tata Boga Bagi Siswa Autis di SMK Inklusif Kota Bandung

Prayogo

2019

IJDS

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The vocational independence of autistic students can be achieved if the skills learning program is based on the potential and needs of students. Unfortunately, learning culinary skills for autistic students in an inclusive vocational school in Bandung has not been adjusted so that student achievement is not seen. This is a research and development study using ADDIE model in developing a culinary skill learning program for autistic students at the school. The subject of the study was a Class X autistic student, at the Department of Catering. Program development begins with assessment, curriculum analysis, making alignment programs, then making individual learning programs. Functional learning plans are made for three basic subjects: Hygine Sanitation and Work Safety, Food Knowledge, and Basic Food.[Kemandirian vokasional siswa autis dapat tercapai apabila program pembelajaran keterampilan disusun berdasarkan potensi dan kebutuhan siswa. Sayangnya, pembelajaran keterampilan tata boga bagi siswa autis di salah satu SMK inklusif di Kota Bandung belum disesuaikan sehingga prestasi belajar siswa tidak terlihat. Penelitian ini berjenis research and development yang menggunakan model ADDIE untuk mengembangkan program pembelajaran keterampilan tata boga bagi siswa autis di sekolah tersebut. Subjek penelitian adalah seorang siswa autis Kelas X, Jurusan Tata Boga. Pengembangan program diawali dengan asesmen, analisis kurikulum, pembuatan program penyelarasan, kemudian pemembuatan program pembelajaran individual. Rencana pembelajaran fungsional dibuat untuk tiga mata pelajaran dasar: Sanitasi Hygine dan Keselamatan Kerja, Pengetahuan Bahan Makanan, dan Boga Dasar]

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Prevent-Teach-Reinforce

Cited by 93 publications

References 41 publications

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

Schoolwide Positive Behavioral Interventions and Support Practices: Review of Studies in the Journal of Positive Behavior Interventions

Keterampilan Tata Boga Bagi Siswa Autis di SMK Inklusif Kota Bandung

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