Combining Evidence-Based Supports for Challenging Behaviors in General Education Kindergarten Classrooms: Implementation of the Prevent-Teach-Reinforce Model in Combination With the Interview Informed Synthesized Contingency Analysis

Teachers, educational staff, and schools continue to struggle with challenging behaviors in the classroom setting, including general education settings. The Prevent–Teach–Reinforce (PTR) model is a staff training and collaborative process that has been empirically demonstrated to be effective with a variety of types of students and settings. The Interview-Informed Synthesized Contingency Analysis (IISCA) is an empirically based approach to conducting functional analyses and developing and implementing function-based supports. This chapter describes the joint implementation of the PTR and IISCA processes to assess impact on challenging behaviors of kindergarten students in general education kindergarten settings. Case study results demonstrated decreases in challenging behaviors and increases in desired alternative behaviors, and the procedures were viewed as socially acceptable to school staff. Challenges in implementation that were encountered and implications for educational applications and future research are discussed.