Webinar Recording and Materials
Prevent-Teach-Reinforce for Young Children: An Intervention Model for the Most Serious Challenging Behaviors
This webinar provides a description of Prevent-Teach-Reinforce for Young Children, a model of intervention for young children with the most persistent and severe challenging behaviors. The model is based on the well-established procedures of positive behavior support, but is designed to help providers implement the assessment and intervention strategies with a high level of fidelity, leading to improved effectiveness. PTR-YC is a process for use in early childhood care and education settings, including pre-K classrooms, and consists of teaming and goal setting, practical data collection, functional behavioral assessment, intervention planning and implementation. All steps are designed for use by typical early childhood providers. (December, 2012)
Glen Dunlap is a research professor at the University of South Florida (Tampa) and the University of Nevada (Reno), where he works on research, training and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities and family support. He has been involved with individuals with disabilities for more than 40 years and has served as a teacher, administrator, researcher and university faculty member. He has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 220 articles and book chapters, co-edited four books, and served on 15 editorial boards. Glen was a founding editor of the Journal of Positive Behavior Interventions and is the current editor of Topics in Early Childhood Special Education.
Janice Lee is a member of the research faculty at the University of Nevada, Reno, where she is the research coordinator for the randomized control trial of PTR-YC in Northern Nevada. In her role with Positive Behavior Support-Nevada, she is the coordinator for the statewide initiative to bring program-wide Pyramid Model implementation and information to all early care and education settings throughout the state. Her experience and interests include early childhood, challenging behavior, positive behavior support, social and emotional development, autism, and working with families. She has a Masters degree in Early Childhood Special Education. Since 1995, she has worked with children, families, practitioners and professionals at the local, state and national level as a consultant, coach, trainer and technical assistance provider.