[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601968-105":59,"doc-detail-601968-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","designing-behavioral-interventions-that-work-the-triple-t-triple-r-competing-pathways-model-article","Designing Behavioral Interventions That Work - The Triple T - Triple R Competing Pathways Model - article","","The article examines why effective behavioral interventions are critical in elementary general education classrooms, where many teachers report limited training and feel unprepared to manage externalizing behaviors. It highlights how untreated problem behaviors can intensify, disrupt peer learning, and harm academic outcomes and relationships. Based on Applied Behavior Analysis principles, it explains function-based intervention design through antecedents and consequences, aiming to reinforce desired behaviors that serve the same purpose.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/designing-behavioral-interventions-that-work-the-triple-t-triple-r-competing-pathways-model-article/601968/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/designing-behavioral-interventions-that-work-the-triple-t-triple-r-competing-pathways-model-article/601968.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article focus on in elementary classrooms?","Question",{"text":112,"@type":113},"It focuses on how problematic, especially externalizing, behaviors can increase in severity and disrupt learning when not effectively addressed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do teachers’ preparation and confidence matter according to the article?",{"text":117,"@type":113},"The article states that teachers often feel unprepared to manage behavioral challenges, which is associated with diminished learning outcomes, increased stress, and reduced willingness to implement individualized support plans.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article describe an effective ABA-based approach to interventions?",{"text":121,"@type":113},"It explains that teachers must identify the function of a student’s behavior by analyzing antecedents and consequences, then teach and reinforce more desirable behaviors that fulfill the same purpose.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601968,1792886558,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Educational Considerations  \n\n| Volume 46  Number 1 | Article 6 |\n| --- | --- |\n| 2020\u003Cbr>Designing Behavioral Interventions That Work: The Triple T – Triple R Competing Pathways Model\u003Cbr>Karen L. Gischlar\u003Cbr>Rider University, [kgischlar@rider.edu](kgischlar@rider.edu)\u003Cbr>Laura A. Riffel\u003Cbr>Behavior Doctor Seminars, [caughtyoubeinggood@gmail.com](caughtyoubeinggood@gmail.com)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Applied Behavior Analysis Commons, and the Elementary Education Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License |  |\n\nRecommended Citation  \nGischlar, Karen L. and Riffel, Laura A. (2020) \"Designing Behavioral Interventions That Work: The Triple T – Triple R Competing Pathways Model,\" Educational Considerations: Vol. 46: No. 1. [https://doi.org/10.4148/](https://doi.org/10.4148/)[ ](https://doi.org/10.4148/)0146-9282.2221  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nDesigning Behavioral Interventions That Work: The Triple T – Triple R Competing Pathways Model  \nCover Page Footnote  \nBehavior Doctor Seminars ™© . Permission to copy if this footer remains.  \nThis article is available in Educational Considerations: [https://newprairiepress.org/edconsiderations/vol46/iss1/6](https://newprairiepress.org/edconsiderations/vol46/iss1/6)  \nDesigning Behavioral Interventions That Work: The Triple T – Triple R Competing Pathways Model  \nKaren L. Gischlar and Laura A. Riffel  \nAn estimated 25% of students will experience a mental or behavioral health problem in any  \ngiven year (von der Embse et al. 2018, 372) and increasing numbers of these children are being  \nincluded in general education classrooms (Flower, McKenna, and Haring 2017, 163) . When left  \nuntreated, problematic behaviors often increase in severity and can have detrimental effects on  \nthe students’ academic outcomes and interpersonal relationships (von der Embse et al. 2018,  \n372). Further, problematic behaviors, especially those that are externalizing in nature, are often  \ndisruptive, impeding the learning process of classroom peers (Watson et al. 2016, 519) . Given  \nthat most elementary teachers spend over 1,000 hours per year in direct contact with their  \nstudents, they are in a prime position to detect and provide support for students experiencing  \nbehavioral problems (von der Embse et al. 2018, 373) . However, research has suggested that  \ngeneral education teachers feel unprepared to manage problematic behaviors and have reported  \ndiminished student learning outcomes, increased stress, and low levels of job satisfaction  \nassociated with poor classroom management skills (Flower, McKenna, and Haring 2017, 163) .  \nMoreover, teachers who feel unprepared to work with student behavioral challenges are usually  \nless willing to implement individualized behavior support plans and document student progress  \nwithin interventions. Consequently, behavior support plans implemented in the elementary  \ngeneral education environment often fail, leading to placement of students in more segregated  \nsettings (Oliver and Reschly 2010, 189) .  \nIt is not surprising that teachers feel under-or unprepared to handle problematic behaviors, given  \nresearch findings. Studies have suggested that the most important knowledge and skills relative  \nto classroom management that preservice elementary teachers need to acquire fall into three  \nbroad categories: a) universal approaches b) reinforcement of appropriate behaviors, and c)  \nbehavior reduction strategies (Flower, McKenna, and Haring 2017, 164). Understanding of and  \nproficient skills in these area","cbCaik3Pwu3W04iv","https://ap.wps.com/l/cbCaik3Pwu3W04iv","pdf",301577,13,"English","# Educational Considerations\n## Designing Behavioral Interventions That Work: The Triple T – Triple R Competing Pathways Model\n## Applied Behavior Analysis foundations and function-based intervention design","[{\"question\":\"What problem does the article focus on in elementary classrooms?\",\"answer\":\"It focuses on how problematic, especially externalizing, behaviors can increase in severity and disrupt learning when not effectively addressed.\"},{\"question\":\"Why do teachers’ preparation and confidence matter according to the article?\",\"answer\":\"The article states that teachers often feel unprepared to manage behavioral challenges, which is associated with diminished learning outcomes, increased stress, and reduced willingness to implement individualized support plans.\"},{\"question\":\"How does the article describe an effective ABA-based approach to interventions?\",\"answer\":\"It explains that teachers must identify the function of a student’s behavior by analyzing antecedents and consequences, then teach and reinforce more desirable behaviors that fulfill the same purpose.\"}]","Designing Behavioral Interventions That Work - The Triple T - Triple R Competing Pathways Model - article | PDF",1792093786,33]