Prevent-Teach-Reinforce Series completes Booster Sessions and moves into Modeling Observations

FOUNDATIONS

In November of 2020 a group of teachers, school psychologists, interventionists, and others attended a two-day Prevent-Teach-Reinforce (PTR) Foundations training – an evidence-based functional behavior Assessment / Behavior Intervention Process for students needing Tier 3 supports. Over these two days, participants learn how to apply the PTR process to REDUCE serious challenging behaviors and INCREASE desired behaviors. They are taken through the four-steps of PTR:

Identifying the Problem | Goal Setting | Progress Monitoring
Organizing and Analyzing Functional Behavior Assessment Data
Selecting Interventions | Applying Behavior Intervention Plan
Progress Monitoring Intervention Plan | Analyzing Implementation Fidelity

The 29 participants that responded to the PTR Foundations training noted that as a result of the training 69% were “Mostly Understanding” or had a “Strong Understanding” of the PTR Framework as a whole. The remaining 31% still reported having some understanding an 0% had little or no understanding.

When asked to indicate their level of understanding (both BEFORE and AFTER the training) for how to engage in each of the four steps of the PTR framework we saw a large increase – especially in Steps 1 and 3. See graphs below for more detail.

100% of responding participants indicated that they were at least “somewhat confident” in their ability to engage in each of the four steps of the PTR Process with the average across all four showing 58% feeling “mostly” or “very” confident.
Overall 93% of those completing the evaluation stated that the training increased their knowledge required to implement the content “moderately” or “substantially” as well as 83% seeing “moderate” or “substantial” increase in SKILLS required to implement.
90% indicated they’ll be able to apply what they’ve learned into their practice to either a “moderate” or “great” extent.
97% indicated they believe that what they’ve learned will positively impact the students/people they serve to a “moderate” or substantial” extent.

“Very informative rich training.”
“Thoroughly appreciate the knowledge you brought to our district!”

BOOSTERS

The series continued with a set of four booster sessions (mid-January to early March) which were open to not only those who complete the Foundations training in Nov. 2020 but any individual who had completed PTR Foundations training in past years. Each booster session examined a local case study and focused on one of the four PTR steps.

Booster Session 1

Booster Session 1 was focused on Goal-Setting. Specifically, this session focused on enhancing educators’ knowledge related to prioritizing and defining problematic student behavior, analyzing behavior progress monitoring tools, and engaging in goal-setting to reduce problematic behavior. Participants were asked to reflect on their ability to engage in each of these three skills both prior to and after the booster session.

Prior to the session between 50-65% of respondents indicated being either “Very able” or “Able” for each.
After the session, these percentages increased to 85-96%, with most participants indicating being “Able” to engage in each skill.

Booster Session 2

Booster Session 2 was focused on Functional Behavior Assessments and hypothesis development. Specifically, this session focused on enhancing educators’ knowledge related to organizing data from an FBA and analyzing data from an FBA. Participants were asked to reflect on their ability to engage in each of these skills both prior to and after the booster session.

Prior to the booster session, 50% or fewer participants indicated being either “Very able” or “Able” to engage in each.
After the booster session, these numbers increased to 88.5% for organizing FBA data, and 92.3% for analyzing FBA data.

Booster Session 3

Booster Session 3 was focused on developing Behavior Intervention Plans (BIPs) and coaching. Specifically, this session focused on enhancing educators’ knowledge related to selecting interventions based on data collected from FBAs. Participants were asked to reflect on their ability to engage in this skill both prior to and after the booster session.

Prior to the booster session, approximately one-third of participants indicated being either “Very able” or “Able” to do this.
After the booster session, this number increased to nearly three-quarters of the participants.

Booster Session 4

Booster Session 4 was focused on coaching and progress monitoring for behaviors. Specifically, this session focused on enhancing educators’ knowledge related to providing feedback on the implementation of interventions and analyzing implementation fidelity data. Participants were asked to reflect on their ability to engage in each of these skills both prior to and after the booster session.

Prior to the booster session, approximately one-third or fewer participants indicated being either “Very able” or “Able” to engage in each.
After the booster session, these numbers increased to 76.9% for providing feedback on implementation, and 69.2% for analyzing implementation fidelity data.

Across all eight skills assessed: (A full snapshot of the growth from prior to after the session is included below.)

All 8 increased in regard to the percentage of participants who indicated they would be “Very able” or “Able” to after the booster session, with an average increase of 38.9% – from 45.3% to 84.3%.
Participants were most likely to indicate being able to engage in the skills related to Goal-Setting as well as utilizing FBAs compared to selecting interventions or assessing implementation fidelity. A full snapshot of the growth from prior to after the session is included below.