Programme Prevent-Teach-Reinforce : une intervention comportementale pour diminuer les comportements problématiques en milieu scolaire
dc.contributor.author | Argumedes Charles, Malena | |
dc.contributor.author | Lanovaz, Marc | |
dc.contributor.author | Larivée, Serge | |
dc.date.accessioned | 2016-06-21T16:49:07Z | |
dc.date.available | NO_RESTRICTION | fr |
dc.date.available | 2016-06-21T16:49:07Z | |
dc.date.issued | 2013 | |
dc.identifier.uri | https://oraprdnt.uqtr.uquebec.ca/pls/public/rqpw001.afficher_detail?owa_bottin=&owa_contexte=$2333-33&owa_apercu=O&owa_membre_par_adresse_IP=O&owa_annee=2013&owa_volume=34&owa_numero=3&owa_article=A051 | |
dc.identifier.uri | http://hdl.handle.net/1866/13951 | |
dc.subject | programme Prevent-Teach-Reinforce | fr |
dc.subject | comportements problématiques | fr |
dc.subject | intervention comportementale | fr |
dc.subject | évaluation fonctionnelle | fr |
dc.subject | validation scientifique | fr |
dc.subject | Prevent-Teach-Reinforce program | fr |
dc.subject | challenging behaviour | fr |
dc.subject | behavioral intervention | fr |
dc.subject | functional assessment | fr |
dc.subject | scientific validation | fr |
dc.title | Programme Prevent-Teach-Reinforce : une intervention comportementale pour diminuer les comportements problématiques en milieu scolaire | |
dc.type | Article | fr |
dc.contributor.affiliation | Université de Montréal. Faculté des arts et des sciences. École de psychoéducation | fr |
UdeM.statut | Professeur(e) / Professor | fr |
dcterms.abstract | Cet article a pour but de décrire le programme d’intervention Prevent-Teach-Reinforce (PTR; Dunlap et al., 2010) en mettant l’accent sur les théories béhaviorales sous-jacentes qui ont servi à son développement. Le PTR est un programme visant la diminution des comportements problématiques chez les enfants et les adolescents en milieu scolaire qui est basé sur l’évaluation fonctionnelle pour développer une intervention individualisée et intensive. Nous effectuons une analyse critique afin de proposer un protocole de validation scientifique puisque le programme n’a fait l’objet que d’une seule évaluation randomisée. Les implications pour la pratique clinique sont aussi discutées en mettant l’accent sur le rôle du psychologue dans l’implantation de ce programme. | fr |
dcterms.abstract | The purpose of this article is to describe the Prevent-Teach-Reinforce program (PTR; Dunlap et al., 2010) by emphasising the underlying behavior analytic principles that lead to its development. The PTR is a program designed to decrease challenging behaviours for children in school settings, which uses functional assessment to develop an individualized and intensive behavioral intervention. Given that one randomized validation study of the PTR has been made to date, we conduct a critical analysis of the PTR and propose further research to scientifically validate the program. Implications for clinical practice are also discussed by emphasising the role of psychologists in the implementation of the program. | fr |
dcterms.alternative | Prevent-Teach-Reinforce program : a behavioral intervention to reduce problem behavior in school settings. | fr |
dcterms.isPartOf | urn:ISSN:0225-9885 | |
dcterms.language | fra | fr |
UdeM.VersionRioxx | Version acceptée / Accepted Manuscript | |
oaire.citationTitle | Revue québécoise de psychologie | |
oaire.citationVolume | 34 | |
oaire.citationIssue | 3 | |
oaire.citationStartPage | 51 | |
oaire.citationEndPage | 77 |
Files in this item
This item appears in the following Collection(s)
This document disseminated on Papyrus is the exclusive property of the copyright holders and is protected by the Copyright Act (R.S.C. 1985, c. C-42). It may be used for fair dealing and non-commercial purposes, for private study or research, criticism and review as provided by law. For any other use, written authorization from the copyright holders is required.