Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce with Teachers for Students with Externalizing Behavior
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| Title: | Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce with Teachers for Students with Externalizing Behavior |
|---|---|
| Language: | English |
| Authors: | Rachel Ayres, Kwang-Sun Cho Blair (ORCID |
| Source: | Journal of Positive Behavior Interventions. 2026 28(2):112-124. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H325K170085 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Coaching (Performance), School Personnel, Functional Behavioral Assessment, Student Behavior, Behavior Problems, Training, Program Implementation, Program Effectiveness, Behavior Modification, Fidelity, Elementary School Teachers, Elementary School Students, Prevention, Instruction, Reinforcement |
| DOI: | 10.1177/10983007251335913 |
| ISSN: | 1098-3007 1538-4772 |
| Abstract: | This study evaluated the use of multi-component coaching for school-based professionals at the building level in facilitating implementation of Prevent-Teach-Reinforce (PTR), a manualized functional behavior assessment and function-based intervention model for students with persistent externalizing behavior. Three school-based professionals (two behavior specialists and one student support staff member) received training to facilitate PTR implementation through a 2-phase multi-component coaching process, which included co-facilitation with researcher followed by independent facilitation with a second dyad. Six teacher-student dyads from three public southeastern U.S. schools participated in this study, with two dyads assigned to each school-based professional. Using a nonconcurrent multiple baseline design across students, the impact of PTR interventions on student behaviors were assessed. Additionally, PTR facilitation fidelity and teacher implementation fidelity were evaluated to discern outcomes of the multi-component coaching process for school-based professionals. Results indicated that school-based professionals facilitated the PTR model with high levels of fidelity, leading to teachers implementing behavior intervention plans with fidelity. Further, student behavior improved when school-based professionals facilitated the PTR model. Social validity assessments with the school-based professionals, teachers, and students indicated that the multicomponent coaching, PTR process, PTR intervention strategies, and their outcomes were acceptable and satisfactory. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500370 |
| Database: | ERIC |
| Abstract: | This study evaluated the use of multi-component coaching for school-based professionals at the building level in facilitating implementation of Prevent-Teach-Reinforce (PTR), a manualized functional behavior assessment and function-based intervention model for students with persistent externalizing behavior. Three school-based professionals (two behavior specialists and one student support staff member) received training to facilitate PTR implementation through a 2-phase multi-component coaching process, which included co-facilitation with researcher followed by independent facilitation with a second dyad. Six teacher-student dyads from three public southeastern U.S. schools participated in this study, with two dyads assigned to each school-based professional. Using a nonconcurrent multiple baseline design across students, the impact of PTR interventions on student behaviors were assessed. Additionally, PTR facilitation fidelity and teacher implementation fidelity were evaluated to discern outcomes of the multi-component coaching process for school-based professionals. Results indicated that school-based professionals facilitated the PTR model with high levels of fidelity, leading to teachers implementing behavior intervention plans with fidelity. Further, student behavior improved when school-based professionals facilitated the PTR model. Social validity assessments with the school-based professionals, teachers, and students indicated that the multicomponent coaching, PTR process, PTR intervention strategies, and their outcomes were acceptable and satisfactory. |
|---|---|
| ISSN: | 1098-3007 1538-4772 |
| DOI: | 10.1177/10983007251335913 |
