Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching

  • Aubyn C. Stahmer, Ph.D. (Author) University of California, Davis image/svg+xml
  • Jessica Suhrheinrich, Ph.D. (Author) University of California, San Diego image/svg+xml
  • Sarah Rieth, Ph.D. (Author) San Diego State University image/svg+xml
DOI
https://doi.org/10.64546/jaasep.301
Abstract
Pivotal Response Training (PRT) is a naturalistic, behavioral intervention with a strong evidence-base that is designed to increase generalization and maintenance of responding in children with ASD. Although special education teachers report using PRT, little research to date has examined PRT use in the context of community school programs. There is some research to support that teachers have challenges implementing PRT with fidelity in the classroom. To address this issue, a research community partnership was used to adapt PRT specifically for classroom environments. The pilot project used a multiple baseline design across training groups to examine 20 teachers’ use of Classroom Pivotal Response Teaching (CPRT) with students with ASD in special education settings. Results indicated that teachers learned the strategies after a relatively brief training period that included coaching, were satisfied with the training and adapted materials, and that use of CPRT was associated with improved student engagement.
Keywords
Autism, Behavior Modification, Diagnostic Tests, Disabilities, Elementary School Students, Evidence Based Practice
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How to Cite
Stahmer, A. C., Suhrheinrich, J., & Rieth, S. (2016). A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching. Journal of the American Academy of Special Education Professionals, 11(1), 119-139. https://doi.org/10.64546/jaasep.301

Winter 2016

Article Information

  • Article Type Articles
  • Submitted December 13, 2015
  • Published February 15, 2016
  • Issue Winter 2016
  • Section Articles
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