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

Autor/inn/en	Stahmer, Aubyn C.; Suhrheinrich, Jessica; Rieth, Sarah
Titel	A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching
Quelle	(2016), S.119-139 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Behavior Modification; Intervention; Autism; Pervasive Developmental Disorders; Pilot Projects; Media Adaptation; Special Education Teachers; Elementary School Teachers; Preschool Teachers; Public School Teachers; Fidelity; Satisfaction; Teacher Attitudes; Training; Teacher Surveys; Questionnaires; Preschool Children; Elementary School Students; Diagnostic Tests; Observation; Learner Engagement; Program Effectiveness; California; Preschool Language Scale; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Autismus; Pilot project; Modellversuch; Pilotprojekt; Medienverwendung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Zufriedenheit; Lehrerverhalten; Ausbildung; Fragebogen; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Diagnostic test; Diagnostischer Test; Beobachtung; Kalifornien
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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01