This study evaluated the ability of peers in special education to implement pivotal response training (PRT) with two students with autism in order to increase social interactions. Peers were taught the strategies using modeling, role-playing, and feedback. After training, peers implemented PRT strategies with the children with autism. Picture prompts were provided to assist peers in recalling the strategies, but were completely faded until peers could implement the procedures with no instruction from observers. Increases in opportunities to respond were observed, as well as responses and initiations of social interaction by the children with autism.
Get full access to this article
View all access options for this article.
References
1.
Garrison-HarrellL.KampsD.KravitsT.The effects of peer networks on socialcommunicative behaviors for students with autismFocus on Autism & Other Developmental Disabilities12241–2541997
2.
GoldsteinH.FerrellD.Augmenting communicative interaction among children between handicapped and non-handicapped preschool childrenJournal of Speech and Hearing Disorders52200–2111987
3.
GoldsteinH.KaczmarekL.PenningtonR.ShaferK.Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autismJournal of Applied Behavior Analysis25289–3051992
4.
KoegelR. L.SchreibmanL.GoodA.CernigliaL.MurphyC.KoegelL.University of CaliforniaHow to teach pivotal behaviors to children with autism: A training manualSanta Barbara1989
5.
McconnellS. R.Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future researchJournal of Autism and Developmental Disorders22351–3712002
6.
PierceK.SanDiegoPierceK.SchreibmanL.University of California,Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response trainingJournal of Applied Behavior Analysis28285–2951993Teaching an autistic child to respond to and instigate social initiations via pivotal response training
7.
StahmerA. C.Using pivotal response training to facilitate appropriate play in children with autistic spectrum disordersChild Language Teaching & Therapy15129–401999
8.
StrainP. S.HoysonM.The need for longitudinal, intensive, social skill intervention: LEAP follow-up outcomes for children with autismTopics in Early Childhood Special Education20116–1222000
9.
TerpstraJ. E.HigginsK.PierceT.Can I play? Classroom-based interventions for teaching play skills to children with autismFocus on Autism & Other Developmental Disabilities17119–1262002
10.
ThorpD.StahmerA.SchreibmanL.The effects of sociodramatic play training on children with autismJournal of Autism and Developmental Disorders25265–2821995
