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The plan documents relevant antecedents, observable behavior during incidents, and consequences afterward, then identifies functions such as obtaining a toy and gaining attention. For Sonia, team members implement prevention by anticipating triggers, keeping a designated adult nearby, and guiding peers to offer alternative play. When biting occurs, staff respond by ensuring the child does not receive access to the toy and attention is redirected, while teaching new skills like signing “stop” and using “please wait,” reinforced through praise and engagement activities.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/behavior-support-plan-example-prevent-teach-respond-ptr/194537/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/behavior-support-plan-example-prevent-teach-respond-ptr/194537.png","ImageObject",442,249,{"name":88,"@type":89},"Lucas Martin","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-08","2026-09-03",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",6,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the Prevent, Teach, Respond (PTR) approach in this plan?","Question",{"text":109,"@type":110},"PTR organizes behavior support into three parts: prevent the triggers, teach replacement skills, and respond consistently during and after the challenging behavior.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What behavior and pattern does the plan describe for Sonia?",{"text":114,"@type":110},"When a peer takes the toy, Sonia bites the peer, typically on the arm. The pattern suggests the biting helps Sonia get the toy back and may also seek adult attention.",{"name":116,"@type":107,"acceptedAnswer":117},"How does the plan respond when the challenging behavior occurs?",{"text":118,"@type":110},"Staff have the child not gain access to the toy after it is dropped by the peer, and attention is directed to the peer instead. The team also teaches the child to use “stop” and “please wait” with verbal and visual reminders.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},194537,1790041716,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":76},8796095360427,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","| Antecedent What Happens before? | Behavior What happens during? | Consequence What happens after? |\n| --- | --- | --- |\n|  |  |  |\n| Possible Function: |  |  |\n\n| Antecedent What Happens before? |  | Behavior What happens during? | Consequence What happens after? |  |\n| --- | --- | --- | --- | --- |\n| | Child is directed to do something |  | | Child doesn’t have to follow through with request |\n|  Child is told “No”,“Not”,“Don’t”,“Stop”\u003Cbr> Child is asked to do a less-preferred activity\u003Cbr> Child is asked to do a difficult task/activity\u003Cbr> Child is required to switch activity or location\u003Cbr> Child is playing alone\u003Cbr> Child tries to request something\u003Cbr> An object is removed or taken from child\u003Cbr> Another child receives attention\u003Cbr> An activity changes or ends (transition)\u003Cbr> An object is out of reach\u003Cbr> Other (specify)   |  | What does the behavior look like?\u003Cbr>Intensity:\u003Cbr>Frequency:\u003Cbr>Duration: |  Child is given positive attention\u003Cbr> Child is given assistance/help\u003Cbr> Child is given an object/activity/food\u003Cbr> Child is removed from activity/area\u003Cbr> Child is reprimanded\u003Cbr> Child’s request or demand is delayed\u003Cbr> Child is put in ‘time out’\u003Cbr> Child is ignored\u003Cbr> Other (specify)  \u003Cbr>|  |\n| Possible Function: |  |  |  |  |\n\n| Antecedent What Happens before? | Behavior What happens during? |  |  | Consequence What happens after? |\n| --- | --- | --- | --- | --- |\n|  |  |  |  |  |\n|  |  | Function |  |  |\n|  |  |  |  |  |\n| Prevent | Teach New Skills |  |  | Respond |\n|  |  |  |  | To challenging behavior:\u003Cbr>To new skill: |\n\n\n| \u003Cbr>\u003Cbr>STEP 3: Behavior Support Plan (Example)—Prevent, Teach, Respond (PTR) |\n| --- |\n| Child’s Name:  Sonia  Date/Time:  4/10 10:15 am  All team members that agree to implement the plan:  \u003Cbr>Antecedent What Happens before? Behavior What happens during? Consequence What happens after? A peer takes the toy the child is playing with Child bites peer, usually on the arm Peer drops the toy and adults rush into respond to both children Function\u003Cbr>Pattern shows that child bites to get toy back and possibly attention from adults Prevent Teach New Skills Respond Choose one adult who will always be close by to anticipate the behavior and encourage peers to find a new toy or ask/wait for the child’s toy. When a peer takes the child’s toy, we will teach child to sign “stop” orsay “please wait” using verbal and visual reminders for “stop” and“please wait” and make sure peers don’t interfere with play To challenging behavior:\u003Cbr>Child does not get access to the toy when dropped by the peer and attention is only given to the peer.\u003Cbr>To new skill:\u003Cbr>Celebrate with verbal praise, highfives, and a friendship loop.\u003Cbr>Mom, Dad, Lead Educator, Colleague 1, Colleague 2 |","cbCaitgIhnQ5BMhP","https://ap.wps.com/l/cbCaitgIhnQ5BMhP","pdf",154584,7,"English","# Behavior Support Plan (Example)\n## Prevent, Teach, Respond (PTR)","[{\"question\":\"What is the Prevent, Teach, Respond (PTR) approach in this plan?\",\"answer\":\"PTR organizes behavior support into three parts: prevent the triggers, teach replacement skills, and respond consistently during and after the challenging behavior.\"},{\"question\":\"What behavior and pattern does the plan describe for Sonia?\",\"answer\":\"When a peer takes the toy, Sonia bites the peer, typically on the arm. The pattern suggests the biting helps Sonia get the toy back and may also seek adult attention.\"},{\"question\":\"How does the plan respond when the challenging behavior occurs?\",\"answer\":\"Staff have the child not gain access to the toy after it is dropped by the peer, and attention is directed to the peer instead. The team also teaches the child to use “stop” and “please wait” with verbal and visual reminders.\"}]","Behavior Support Plan (Example) - Prevent, Teach, Respond (PTR) | PDF",1788440056]