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Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce with Teachers for Students with Externalizing Behavior

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Title: Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce with Teachers for Students with Externalizing Behavior
Language: English
Authors: Rachel Ayres, Kwang-Sun Cho Blair (ORCID 0000-0001-9377-6585), Daniel Kwak (ORCID 0000-0002-3102-7340)
Source: Journal of Positive Behavior Interventions. 2026 28(2):112-124.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Sponsoring Agency: Office of Special Education Programs (OSEP) (ED/OSERS)
Contract Number: H325K170085
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Coaching (Performance), School Personnel, Functional Behavioral Assessment, Student Behavior, Behavior Problems, Training, Program Implementation, Program Effectiveness, Behavior Modification, Fidelity, Elementary School Teachers, Elementary School Students, Prevention, Instruction, Reinforcement
DOI: 10.1177/10983007251335913
ISSN: 1098-3007
1538-4772
Abstract: This study evaluated the use of multi-component coaching for school-based professionals at the building level in facilitating implementation of Prevent-Teach-Reinforce (PTR), a manualized functional behavior assessment and function-based intervention model for students with persistent externalizing behavior. Three school-based professionals (two behavior specialists and one student support staff member) received training to facilitate PTR implementation through a 2-phase multi-component coaching process, which included co-facilitation with researcher followed by independent facilitation with a second dyad. Six teacher-student dyads from three public southeastern U.S. schools participated in this study, with two dyads assigned to each school-based professional. Using a nonconcurrent multiple baseline design across students, the impact of PTR interventions on student behaviors were assessed. Additionally, PTR facilitation fidelity and teacher implementation fidelity were evaluated to discern outcomes of the multi-component coaching process for school-based professionals. Results indicated that school-based professionals facilitated the PTR model with high levels of fidelity, leading to teachers implementing behavior intervention plans with fidelity. Further, student behavior improved when school-based professionals facilitated the PTR model. Social validity assessments with the school-based professionals, teachers, and students indicated that the multicomponent coaching, PTR process, PTR intervention strategies, and their outcomes were acceptable and satisfactory.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500370
Database: ERIC
FullText Text:
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  Data: Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce with Teachers for Students with Externalizing Behavior
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Rachel+Ayres%22">Rachel Ayres</searchLink><br /><searchLink fieldCode="AR" term="%22Kwang-Sun+Cho+Blair%22">Kwang-Sun Cho Blair</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9377-6585">0000-0001-9377-6585</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+Kwak%22">Daniel Kwak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3102-7340">0000-0002-3102-7340</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. 2026 28(2):112-124.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
– Name: Pages
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  Data: 13
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  Label: Publication Date
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  Data: 2026
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  Data: Office of Special Education Programs (OSEP) (ED/OSERS)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Behavioral+Assessment%22">Functional Behavioral Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement%22">Reinforcement</searchLink>
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  Data: 10.1177/10983007251335913
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  Data: 1098-3007<br />1538-4772
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study evaluated the use of multi-component coaching for school-based professionals at the building level in facilitating implementation of Prevent-Teach-Reinforce (PTR), a manualized functional behavior assessment and function-based intervention model for students with persistent externalizing behavior. Three school-based professionals (two behavior specialists and one student support staff member) received training to facilitate PTR implementation through a 2-phase multi-component coaching process, which included co-facilitation with researcher followed by independent facilitation with a second dyad. Six teacher-student dyads from three public southeastern U.S. schools participated in this study, with two dyads assigned to each school-based professional. Using a nonconcurrent multiple baseline design across students, the impact of PTR interventions on student behaviors were assessed. Additionally, PTR facilitation fidelity and teacher implementation fidelity were evaluated to discern outcomes of the multi-component coaching process for school-based professionals. Results indicated that school-based professionals facilitated the PTR model with high levels of fidelity, leading to teachers implementing behavior intervention plans with fidelity. Further, student behavior improved when school-based professionals facilitated the PTR model. Social validity assessments with the school-based professionals, teachers, and students indicated that the multicomponent coaching, PTR process, PTR intervention strategies, and their outcomes were acceptable and satisfactory.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1500370
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      – Type: doi
        Value: 10.1177/10983007251335913
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 112
    Subjects:
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: School Personnel
        Type: general
      – SubjectFull: Functional Behavioral Assessment
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Behavior Modification
        Type: general
      – SubjectFull: Fidelity
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Prevention
        Type: general
      – SubjectFull: Instruction
        Type: general
      – SubjectFull: Reinforcement
        Type: general
    Titles:
      – TitleFull: Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce with Teachers for Students with Externalizing Behavior
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            NameFull: Rachel Ayres
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            NameFull: Kwang-Sun Cho Blair
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            NameFull: Daniel Kwak
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              Type: published
              Y: 2026
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              Value: 1098-3007
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              Value: 1538-4772
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            – Type: volume
              Value: 28
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              Value: 2
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            – TitleFull: Journal of Positive Behavior Interventions
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