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Direct linkHarvey, Hattie; Dunlap, Glen; McKay, Kristen – Topics in Early Childhood Special Education, 2021
This study was conducted to examine the effectiveness of Prevent-Teach-Reinforce for Young Children (PTR-YC) using a single-case experimental design. PTR-YC is a manualized intervention designed to address challenging behaviors for children in preschool and childcare settings using the framework of positive behavior support. Participants included…
Descriptors: Behavior Problems, Behavior Modification, Preschool Children, Preschool Education
Joseph, Jaclyn D.; Strain, Phillip S.; Dunlap, Glen – Topics in Early Childhood Special Education, 2021
A single-case withdrawal design replicated across three families was used to evaluate the impact of the manualized Prevent-Teach-Reinforce for Families (PTR-F) process for addressing challenging behavior. Results across three families showed that (a) families reached high-fidelity implementation of the behavior support plans (BSPs) developed using…
Descriptors: Behavior Modification, Family Involvement, Program Implementation, Fidelity
Dunlap, Glen; Kincaid, Donald; Horner, Robert H.; Knoster, Timothy; Bradshaw, Catherine P. – Journal of Positive Behavior Interventions, 2014
The use of the term "positive behavior support" has been associated with some confusion, and a number of alternative terms have been adopted over the past few decades. In this article, we discuss some of the historical context associated with different terms, and explain reasons for preferring "positive behavior support (PBS)"…
Descriptors: Behavior Modification, Positive Reinforcement, Vocabulary, Definitions
Dunlap, Glen; Lee, Janice K.; Joseph, Jaclyn D.; Strain, Phillip – Infants and Young Children, 2015
A need exists for intervention strategies that are both effective in reducing challenging behaviors and practical for use by typical practitioners of early childhood care and education. In this article, we describe a model, "Prevent-Teach-Reinforce for Young Children," which is based on extensive research and includes features designed…
Descriptors: Fidelity, Program Effectiveness, Intervention, Young Children
Download full textFronapfel, Brighid; Dunlap, Glen; Flagtvedt, Kristen; Strain, Phillip; Lee, Janice – Education and Treatment of Children, 2018
This article describes Prevent-Teach-Reinforce for Young Children (PTR-YC), a model based on extensive research that is designed for feasibility and effectiveness for treating challenging behaviors in classroom settings. This model is designed to meet the needs of children with and without disabilities who engage in challenging behavior that…
Descriptors: Program Implementation, Early Childhood Education, Case Studies, Program Descriptions
Strain, Phillip S.; Barton, Erin E.; Dunlap, Glen – Education and Treatment of Children, 2012
In this paper, we examine the link between evidence-based practice and social validity by describing five examples from our own research where social validity measures resulted in data that were essential to both a clinical and research agenda on evidence-based practice. Social validity data are reviewed in the context of behavioral skill training…
Descriptors: Validity, Evidence, Intervention, Autism
Dunlap, Glen; Ostryn, Cheryl; Fox, Lise – Technical Assistance Center on Social Emotional Intervention for Young Children, 2011
In recent years, there have been major concerns expressed regarding the use of restraint and seclusion to control the behavior of children with disabilities and/or challenging behavior. In May of 2009, for example, the US Government Accountability Office (GAO) released findings regarding a number of cases in which seclusion and restraint were…
Descriptors: Disabilities, Behavior Problems, Discipline, Discipline Policy
Dunlap, Glen; Fox, Lise – Journal of Early Intervention, 2011
It is now axiomatic that challenging behaviors are defined more profitably by their functions (their motivations) than by their topographies (what they look like). The notion that challenging behaviors can be defined on the basis of their function has led in the past 30 years to a dramatically reconfigured approach to assessment and intervention.…
Descriptors: Behavior Problems, Intervention, Child Behavior, Functional Behavioral Assessment
Blair, Kwang-Sun Cho; Lee, In-Suk; Cho, Su-Je; Dunlap, Glen – Topics in Early Childhood Special Education, 2011
In this study, a multiple baseline design across three young children with autism was used to assess the impact of individualized behavior support, implemented through family-school collaboration, on the children's appropriate and problem behaviors and adult-child interactions. A positive behavior support process was used to promote family-school…
Descriptors: Play, Intervention, Autism, Young Children
Dunlap, Glen; Carr, Edward G.; Horner, Robert H.; Zarcone, Jennifer R.; Schwartz, Ilene – Behavior Modification, 2008
Positive behavior support (PBS) emerged in the mid-1980s as an approach for understanding and addressing problem behaviors. PBS was derived primarily from applied behavior analysis (ABA). Over time, however, PBS research and practice has incorporated evaluative methods, assessment and intervention procedures, and conceptual perspectives associated…
Descriptors: Behavior Problems, Behavior Modification, Comparative Analysis, Validity
Dunlap, Glen; Carr, Edward G.; Horner, Robert H.; Koegel, Robert L.; Sailor, Wayne; Clarke, Shelley; Koegel, Lynn Kern; Albin, Richard W.; Vaughn, Bobbie J.; McLaughlin, Darlene Magito; James, Kim Mullen; Todd, Anne W.; Newton, J. Stephen; Lucyshyn, Joseph; Griggs, Peter; Bohanon, Hank; Choi, Jeong Hoon; Vismara, Laurie; Minjarez, Mendy Boettcher; Buschbacher, Pamelazita; Fox, Lise – Behavioral Disorders, 2010
A major goal of positive behavior support (PBS) is to produce broad-based, long-term improvements in adaptive behavior; however, the empirical base, at present, is mainly composed of relatively short-term studies carried out in circumscribed contexts. Therefore, a need exists for reliable data that can inform the field regarding the comprehensive…
Descriptors: Intervention, Quality of Life, Behavior Modification, Rating Scales
Iovannone, Rose; Greenbaum, Paul E.; Wang, Wei; Kincaid, Don; Dunlap, Glen; Strain, Phil – Journal of Emotional and Behavioral Disorders, 2009
Although there is literature supporting the effectiveness of tertiary behavioral supports, the majority of the studies have been conducted with single-subject designs. The Prevent-Teach-Reinforce (PTR) model is a standardized model of a school-based tertiary intervention. This study reports initial results from a randomized controlled trial to…
Descriptors: Behavior Problems, Intervention, School Personnel, Behavior Modification
Dunlap, Glen; Iovannone, Rose; Wilson, Kelly J.; Kincaid, Donald K.; Strain, Phillip – Journal of Positive Behavior Interventions, 2010
Although there is a substantial empirical foundation for the basic intervention components of behavior analysis and positive behavior support (PBS), the field still lacks a standardized program model of individualized PBS suitable for widespread application by school personnel. This article provides a description of a standardized PBS model that…
Descriptors: Behavior Problems, Intervention, School Personnel, Behavior Modification
Peer reviewedDunlap, Glen; And Others – American Journal of Mental Deficiency, 1983
Analysis of effects of intertrial intervals on correct responding and self-stimulatory behavior by four autistic children (6-11 years old) revealed that short intertrial intervals produced decreased levels of self-stimulation and increased levels of correct responding. (Author/CL)
Descriptors: Autism, Behavior Modification, Behavior Patterns, Elementary Education
Dunlap, Glen; And Others – Journal of the Association for Persons with Severe Handicaps (JASH), 1987
The study examined the unsupervised responding of 20-year-old male with profound handicaps and a lifelong history of dependency. Two objectives were pursued: establishment of independent unsupervised task responding with a stimulus and reinforcer fading procedure; and generalization of unsupervised performance across tasks and settings. (Author/DB)
Descriptors: Behavior Modification, Case Studies, Generalization, Overt Response
