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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism
Aubyn C Stahmer1,2, Jessica Suhrheinrich2,3, Sarah R Rieth2,3
1UC Davis MIND Institute, Sacramento, CA, USA.
Focus on Autism and Other Developmental Disabilities
|April 12, 2024
Summary
Classroom Pivotal Response Teaching (CPRT) training improved autistic students' learning and engagement. Higher CPRT fidelity in classrooms led to better student outcomes and fewer behavioral challenges.
Area of Science:
- Behavioral Science
- Developmental Psychology
- Educational Interventions
Background:
- Classroom Pivotal Response Teaching (CPRT) is an adaptation of naturalistic developmental behavioral interventions.
- It is an evidence-based practice for supporting autistic children in educational settings.
Purpose of the Study:
- To evaluate student outcomes in a randomized, wait-list controlled implementation trial of CPRT across classrooms.
- To examine the effects of teacher training, CPRT fidelity, and classroom quality on student progress.
Main Methods:
- A randomized, wait-list controlled trial involving 126 teachers and 308 autistic students.
- Teachers received 12 hours of training and in-classroom coaching.
- Generalized Estimating Equations were used to analyze student outcomes, considering clustering effects.
Main Results:
- Higher CPRT fidelity correlated with significant increases in student learning.
- Teachers receiving CPRT training predicted greater student engagement.
- CPRT training was associated with decreased approach/withdrawal problems in students.
Conclusions:
- CPRT may enhance student motivation and engagement, aligning with its theoretical underpinnings.
- Collaborative adaptations of CPRT can improve its feasibility in school environments.
- CPRT shows promise as a beneficial intervention for supporting autistic students in classrooms.
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