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Learning from educators: Implementation of a positive behavior support program targeting challenging behavior in
Zakaria Mestari1, Mélina Rivard1, Catherine Mello2
1University of Québec in Montréal, 100 Sherbrooke West, Montréal H2X 3P2, Québec, Canada.
Evaluation and Program Planning
|September 6, 2024
Summary
The Prevent-Teach-Reinforce for young children (PTR-YC) program helps educators manage challenging behaviors in children with autism spectrum disorder (ASD). This study evaluated its implementation quality, identifying key facilitators and obstacles for community-based educators.
Area of Science:
- Developmental Psychology
- Behavioral Science
- Special Education
Background:
- Challenging behaviors (CB) frequently co-occur in children with autism spectrum disorder (ASD), impeding effective early intensive behavioral intervention (EIBI).
- Community-based EIBI educators require specialized training and support to manage CB within their daily practice.
- The Prevent-Teach-Reinforce for young children (PTR-YC) program offers a positive behavior support framework, but its implementation in community settings needs evaluation.
Purpose of the Study:
- To assess the implementation quality of the PTR-YC program among community-based EIBI educators.
- To identify facilitators and obstacles encountered during the application of PTR-YC by educators working with families of children with ASD.
- To utilize Chen's (2015) program evaluation framework for a structured assessment.
Main Methods:
- A qualitative study involving 17 community-based EIBI educators who received training and supervision in the PTR-YC program.
- Post-intervention interviews and questionnaires were administered to educators.
- Data analysis employed a logical model for program evaluation to identify implementation factors.
Main Results:
- Educators' perceptions of PTR-YC implementation quality were systematically analyzed.
- Key facilitators and obstacles influencing the successful application of PTR-YC in real-world settings were identified.
- Insights were gained into the practical challenges and successes of integrating PTR-YC into EIBI services.
Conclusions:
- The study provides a structured program evaluation of PTR-YC implementation from the perspective of front-line educators.
- Understanding these implementation factors is crucial for refining training and support to enhance the effectiveness of PTR-YC in community EIBI settings.
- This evaluation contributes to the evidence base for implementing positive behavior support strategies for children with ASD and CB.
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