Learning from educators: Implementation of a positive behavior support program targeting challenging behavior in children with autism

Zakaria Mestari, Mélina Rivard and Catherine Mello

Evaluation and Program Planning, 2024, vol. 107, issue C

Abstract: Challenging behaviors (CB) are a frequent co-occurring problem in children with autism spectrum disorder (ASD) and hinder their response to recommended interventions such as early intensive behavioral intervention (EIBI). The Prevent-Teach-Reinforce for young children (PTR-YC) program was implemented to meet community-based EIBI educators’ training and support needs in managing CB in their day-to-day work with families. Although this positive behavior support program has a strong empirical basis, its implementation by community-based educators has yet to be assessed from a systematic and structured program evaluation perspective. Using Chen’s (2015) theoretical framework for program evaluation, this study assessed the quality of implementation of PTR-YC as perceived by 17 educators who received training and supervision on applying PTR-YC among families of children with ASD receiving EIBI services. Educators’ post-intervention interviews and questionnaires were analyzed using the logical model for program evaluation to identify obstacles and facilitators to the implementation of PTR-YC.

Keywords: Program evaluation; Positive behavior support; Challenging behavior; Special educators (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:epplan:v:107:y:2024:i:c:s0149718924000934

DOI: 10.1016/j.evalprogplan.2024.102491

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