Original Research/StudyA Model for Increasing the Fidelity and Effectiveness of Interventions for Challenging Behaviors Prevent–Teach–Reinforce for Young ChildrenDunlap, Glen PhD; Lee, Janice K. MEd; Joseph, Jaclyn D. MSW; Strain, Phillip PhDAuthor Information University of Nevada, Reno (Dr Dunlap and Ms Lee); and University of Colorado Denver (Ms Joseph and Dr Strain). Correspondence: Glen Dunlap, PhD, University of Nevada, 2778 Mayberry Drive, Reno, NV 89509 (firstname.lastname@example.org). Preparation of this article was supported by the Institute of Education Sciences, US Department of Education, through Grant R324A120097 to the University of Nevada, Reno. The opinions expressed are those of the authors and do not represent views of the institute or the US Department of Education. The authors declare no conflict of interest. Infants & Young Children: January/March 2015 - Volume 28 - Issue 1 - p 3-17 doi: 10.1097/IYC.0000000000000027 Buy Metrics Abstract A need exists for intervention strategies that are both effective in reducing challenging behaviors and practical for use by typical practitioners of early childhood care and education. In this article, we describe a model, Prevent–Teach–Reinforce for Young Children, which is based on extensive research and includes features designed to enhance fidelity of implementation by teachers and child care staff of toddlers and preschoolers. The article includes descriptions of the steps in the model and case stories that illustrate the model's implementation. © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins.