Prevent Teach Reinforce for Young Children: The Early Childhood Model of Individualized Positive Behavior Support
248Prevent Teach Reinforce for Young Children: The Early Childhood Model of Individualized Positive Behavior Support
248Paperback(2nd Second Edition, New ed.)
-
PICK UP IN STORECheck Availability at Nearby Stores
Available within 2 business hours
Related collections and offers
Overview
Developed by top behavior experts, this practical, reader‐friendly guidebook fully introduces the five steps of the PTR‐YC model: 1) teaming and goal setting; 2) data collection; 3) functional behavioral assessment; 4) development and implementation of a behavior intervention plan; and 5) using data, arranging for generalization, and next steps. You'll get instructions for conducting all five steps, case examples from real‐world experience, and the tools and assessment instruments you need to implement the steps effectively.
Ideal for use in a wide range of early childhood settings—including preschools, Head Start, and child care programs—this accessible guide will help you strengthen every young child's social‐emotional skills and address even the toughest behavior challenges.
WHAT'S NEW:
- New chapter on classroom‐wide procedures that help prevent challenging behavior
- New chapter on interim solutions to extreme challenging behavior
- Updates and revisions throughout based on feedback from users over the last 8 years
- New evidence of the effectiveness of PTR‐YC, demonstrated by a recent randomized controlled trial and single case experimental analyses
- More on ensuring fidelity and sustainability, increasing the chances for long‐term positive outcomes
- Updated downloadable materials now online: checklists, rating scales, and a classroom practices assessment
Get online training on Prevent-Teach-Reinforce for Young Children!
See more resources on supporting children's social-emotional competence with the Pyramid Model.
Product Details
ISBN-13: | 9781681255484 |
---|---|
Publisher: | Brookes Publishing |
Publication date: | 03/01/2022 |
Edition description: | 2nd Second Edition, New ed. |
Pages: | 248 |
Sales rank: | 264,521 |
Product dimensions: | 8.50(w) x 11.00(h) x 0.00(d) |
About the Author
Kelly Wilson, M.A., is a trainer, consultant, and researcher currently working with the Pyramid Model Consortium and Brookes-On-Location. Ms. Wilson provides training and consultation in Early Childhood Education programs that includes administrators and leaders, program directors, staff, teachers, and families to support implementation of Pyramid Model, all Prevent-Teach-Reinforce (PTR) products and systems change. Previously, Ms. Wilson worked for the University of Colorado Denver for 13 years as a research assistant. She spent 5 years working on PTR research by supporting staff, teachers, and families with children with severe and persistent challenging behavior. She also worked as a consultant for Learning Experiences: An Alternative Program for Preschoolers and Parents (LEAP) Outreach Project, providing consultation in early childhood to preschools and elementary schools serving children with autism and challenging behaviors. Ms. Wilson has been involved in almost every aspect of early childhood with an emphasis on challenging behaviors and inclusive education. She is the mother of four extraordinary children who all have Fragile X Syndrome and has gained experience with challenging behavior at a personal and professional level.
Phillip Strain, Ph.D., is James C. Kennedy Endowed Chair in Urban Education at the Morgridge College of Education and Director of the Positive Early Learning Experiences Center at the University of Denver. Dr. Strain is the author of more than 300 professional papers that have focused on young children with autism, prevention of challenging behavior, and inclusion practices. In his 4 decades in the field, he has been a teacher, early intervention program administrator, and university professor. Dr. Strain's research on challenging behavior and autism has received more than $80 million dollars in grant support, and this work has garnered multiple career achievement awards.
Janice K. Lee, Ph.D., is a member of the research faculty at the University of Nevada, Reno, in the Nevada Center for Excellence in Disabilities. She leads Nevada's Pyramid Model Partnership, promoting high fidelity Pyramid Model implementation and training for early care and education settings to support social and emotional competence. Her experience and interests include early childhood, challenging behavior, positive behavior support, social and emotional development, autism and developmental disabilities, and working with families. Her graduate degrees are in early childhood special education and she is a Board Certified Behavior Analyst (BCBA). She has worked with children, families, practitioners, and professionals at the local, state, and national level as a teacher, consultant, coach, trainer, and technical assistance provider for over 25 years.
Read an Excerpt
https://brookespublishing.com/wp-content/uploads/2022/02/PTRYC-2e_Excerpt.pdf
Table of Contents
About the DownloadsAbout the Authors
Foreword by Erin Barton, Ph.D.
Acknowledgments
Section I: Foundations of Prevent-Teach-Reinforce for Young Children
1 Introduction to Prevent-Teach-Reinforce for Young Children, 2nd Edition
Appendix: Key Terms
2 Engaging Families in the PTR-YC Process
Appendix: Case Examples
3 Preventive Classroom Practices
4 Interim Procedures for Managing Dangerous Behavior
Section II: Implementing Prevent-Teach-Reinforce for Young Children
5 Step 1: Teaming and Goal Setting
6 Step 2: Data Collection
7 Step 3: PTR-YC Assessment (Functional Behavioral Assessment)
8 Step 4: PTR-YC Intervention
9 Step 5: Using Data and Next Steps
References
Appendix A: Interventions
Appendix B: Case Example: Joel
Appendix C: Case Example: Jessi
Appendix D: Case Example: Ethan
Index