Supporting the Academic and Non-Academic Development of all Children
PTR Forms and Tools
The Delaware Department of Education has partnered with the Delaware Positive Behavior Support Project to build the state’s capacity to conduct effective Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIPs). Prevent-Teach-Reinforce. Technical assistance has been facilitated by Dr. Rose Iovannone from the University of South Florida, a co-author of the Prevent-Teach-Reinforce model.
A Brief Overview of the Prevent-Teach-Reinforce Model:
Step 1: Goal Setting and Daily Progress Monitoring
This document encourages the teams to think of target behaviors to increase and decrease as well as broad goals across behavioral, social, and academic areas.
Facilitators can use this tool to help facilitate conversations about a student’s needs beyond changing problem behaviors. This form can be helpful if the team would like to address areas beyond behavior (e.g. social and academic)
This document provides helpful questions related to which behaviors to target and duration, frequency, and latency metrics for setting up the IBRST.
Facilitators can use this document to help train teachers on how to use the IBRST tool and report data on the duration, frequency, and latency metrics for behavior.
This document describes how to use the ABC collection tool and measure student behaviors.
Facilitators can use this tool to track behaviors based on the context, days of the week, the antecedent, behavior, and consequences. It can be used as a supplement to the PTR interview and IBRST to prioritize problem behaviors and pinpoint maintaining antecedents and consequences to the problem behavior.
This document contains links to student and teacher interview forms to use for gathering data in the PTR process.
Use these tools to collect the PTR FBA Checklist via electronic versus paper form. This can be particularly helpful when collecting information across multiple informants.
This tool allows the team to better understand the nature of the triggers and create an accurate hypothesis adapted for multiple teachers.
Facilitators can use this document to understand the various factors contributing to a specific student’s behavior from multiple teachers to guide an FBA.
This tool allows the team to better understand the nature of the triggers and create an accurate hypothesis, adapted for one teacher.
Facilitators can use this document to understand the various factors contributing to a specific student’s behavior from a secondary teacher’s perspective to guide an FBA.
This table assists the team in developing a final hypothesis that guides the use of interventions.
Facilitators can use this table as a guide to define the antecedents, function of behavior, and consequences for the student related to the PTR methods.
A blank version of the table that assists the team in developing a final hypothesis that guides use of interventions.
Facilitators can use this table to organize the information gathered via the FBA checklists (and other sources of information). It is meant to facilitate conversation about when the behavior occurs and what happens after the behavior occurs to help the team develop a hypothesis statement.
This form allows teams to choose one prevent, teach and reinforce intervention based on rankings by teachers. It includes a description of each intervention to support in decision making.
Facilitators can use this tool to guide the team as they select the preferred functionally related interventions to be implemented by those working with the student. It can be helpful to review prior to the BIP development meeting as a way to bring a few ideas that might work for the student to the team.
This task analysis form encourages the team to break down the adult behavior steps for each behavior strategy.
Teams can use this outline to identify the explicit steps of implementation for each intervention part of the behavior intervention plan to ensure clarity and fidelity.
This form allows the facilitator to identify core adult behaviors for each intervention strategy for the teacher to refer to, as well as measure implementation fidelity once the behavior plan begins.
Teams may find it beneficial to use this form to measure fidelity of intervention implementation by collecting data on whether it was implemented and if it led to some impact on behavior.
This form allows the facilitator to identify core adult behaviors for each intervention strategy for the teacher to refer to, as well as measure implementation fidelity once the behavior plan begins.
This outline may be beneficial to measure fidelity of interventions and provides space to list the implementation steps for each. Teams may then monitor whether each step was implemented and if that impacted behavior.
This tool assists the team in scoring both sections to determine what aspects are completely addressed, which ones are partially addressed, and which aspects are not addressed.
Facilitators can use this tool to score their TATE and determine what aspects of the FBA/BIP are addressed and which ones they need to further delve into.
This tool allows the team to analyze the goal setting/daily progress monitoring of behavior, the functional behavior assessment, the PTR behavior intervention plan, and the PTR coaching/training the plan.
Coaches and facilitators can use this tool to assess the progress monitoring and FBA/BIP process with their coachee and analyze where they are meeting their goals and where they are not and may need improvement.
This tool provides a way to gather on-going feedback from a facilitator who is learning to facilitate the PTR process.
Master Facilitators may choose to collect on-going feedback as their coachee progresses through the steps OR use this tool as a way to debrief in person.
This document allows the facilitator/coach to analyze whether their skills, intervention plan, and progress monitoring abilities are at the levels of ideal application, acceptable application, or in need of additional support/practice.
Coaches can use this document to support their coachee in evaluating core skills needed to effectively facilitate the PTR process. It also include an action plan for areas of needed professional development.
This rating scale encourages teachers and consultants to understand each other’s experiences related to the PTR process.
This rating scale may be beneficial in examining the relationship between teacher and consultant in the process to ensure that involved parties feel heard and to identify any potential problems.
This survey allows the team to rate the effectiveness of the team and determine their strengths and weaknesses.
It may be beneficial for teams to examine their strengths and weaknesses to identify specific areas that can be improved upon in the PTR process, such as meeting frequently and shared responsibilities.
This survey allows the teacher to analyze their work style and how well they work with a paraeducator.
The Work Style Survey can be used to help teachers identify how they typically and best work, and that information can be applied to improve coordination with paraeducators.
This survey prompts the paraeducator to analyze their work style.
Team may wish to use these forms during the initial stages of coming together to form a team. PTR plans are most effective in environments where those working with the student are collaborative.
This form allows the teacher and paraeducator to compare their scores side-by-side to look for areas of agreement/disagreement and discuss solutions.
This is a helpful tool to facilitate conversation in classrooms where the educator and para-educator may not be on the same page about expectations and ways of working.
