Training Teachers to Implement Classroom Pivotal Response Teaching during Small-group Instruction: A Pilot Study

Area of Science:

• Education
• Psychology
• Special Education

Background:

• Educating students with autism spectrum disorder (ASD) presents challenges, with limited systematic implementation of evidence-based practices (EBPs). Pivotal Response Treatment (PRT) is a naturalistic intervention adapted for schools.
• Classroom Pivotal Response Teaching (CPRT) is a school-based adaptation of PRT.

Purpose of the Study:

• To evaluate the effectiveness of teacher training in CPRT.
• To assess the impact of CPRT training on teacher fidelity, student communication, and maladaptive behaviors in special education settings.

Main Methods:

• A pilot study employed a concurrent multiple baseline design across seven teachers and students with ASD.
• Data collection focused on teacher fidelity during small-group instruction and student communication and behavior.

Main Results:

• The CPRT training did not yield replicated effects on teacher implementation fidelity.
• Student communication skills and maladaptive behaviors were not significantly improved by the CPRT training.
• Teachers reported high levels of satisfaction with the CPRT training program.

Conclusions:

• The study found no evidence that CPRT training improved implementation fidelity or student outcomes in this context.
• Further research is needed to refine CPRT implementation strategies for students with ASD in schools.
• Despite null findings on effectiveness, teacher satisfaction suggests potential for future adaptation and research.