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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Implementation challenges in translating pivotal response training into community settings.

Jessica Suhrheinrich1, Aubyn C Stahmer, Sarah Reed

  • 1Child and Adolescent Services Research Center, Rady Children's Hospital San Diego, 3020 Children's Way, MC 5033, San Diego, CA, 92123, USA, jsuhrheinrich@casrc.org.

Journal of Autism and Developmental Disorders
|April 27, 2013
PubMed
Summary

Teachers face challenges implementing evidence-based practices (EBPs) for children with autism. This study identified strengths and difficulties in pivotal response training (PRT) implementation, suggesting adaptations for classroom use.

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Area of Science:

  • Applied Behavior Analysis
  • Autism Spectrum Disorder Interventions
  • Educational Psychology

Background:

  • Implementing evidence-based practices (EBPs) for children with autism is complex for teachers.
  • Lack of training and resources hinders widespread adoption of EBPs in schools.

Purpose of the Study:

  • To identify teacher strengths and difficulties in implementing pivotal response training (PRT), an EBP for autism.
  • To inform systematic adaptations of PRT for effective classroom application.

Main Methods:

  • Observational data collected from 41 teachers across two separate investigations.
  • Focus on teachers implementing pivotal response training (PRT).

Main Results:

  • Teachers demonstrated consistent strengths in providing clear opportunities/instruction and child choice.
  • Teachers consistently faced difficulties with turn-taking and using multiple cues during PRT implementation.

Conclusions:

  • Findings highlight specific areas for targeted teacher support and training.
  • Suggests a model for adapting EBPs, like PRT, for practical use in educational settings.