Date of Award

Spring 5-10-2025

Level of Access Assigned by Author

Open-Access Thesis

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Committee Advisor

James Artesani

Second Committee Member

Sarah Howorth

Third Committee Member

Craig A. Mason

Additional Committee Members

Sidney Mitchell

Jill Ward

Abstract

There is a plethora of research documenting the effectiveness of utilizing functional behavior assessment (FBA) to develop behavior intervention plans (BIPs) that address problematic behaviors leading to office discipline referrals (ODRs). However, most educators lack the necessary background, training, and skills in the principles of applied behavior analysis (ABA) to facilitate FBAs and BIPs effectively. This study will examine the effectiveness of the Prevent-Teach-Reinforce (PTR) Model in allowing classroom teachers to modify the challenging behaviors of five middle school students through a highly structured four-step process derived from the principles of ABA. Previous studies have documented the effectiveness of PTR in elementary and high schools; however, this study will address its effectiveness with middle school students who have not been identified as eligible to receive special education supports and interventions. More specifically, this study will examine the 1) feasibility of middle school teachers implementing PTR with fidelity and 2) the impact of the PTR model on increasing time in the classroom by reducing problem behaviors, increasing replacement behaviors, and decreasing the number of exclusionary consequences experienced by students at-risk for school failure. In addition, the study will investigate the level of satisfaction and social validity reported by educators utilizing the PTR process.

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