The Delaware Department of Education PBS/MTSS Technical Assistance Center
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 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.
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 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 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 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 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.