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	In: Journal of the American Academy of Special Education Professionals, (2016), S.119-139 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Intervention; Special Education; Special Education Teachers; School Community Programs; Pervasive Developmental Disorders; Autism; Disabilities; Pilot Projects; Learner Engagement; Evidence Based Practice; Diagnostic Tests; Observation; Behavior Modification; Partnerships in Education; Preschool Children; Elementary School Students; Likert Scales; Qualitative Research; Statistical Analysis; California (San Diego); Autism Diagnostic Observation Schedule; Preschool Language Scale + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Autismus; Handicap; Behinderung; Pilot project; Modellversuch; Pilotprojekt; Diagnostic test; Diagnostischer Test; Beobachtung; Behaviour modification; Verhaltensänderung; Hochschulpartnerschaft; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Likert-Skala; Qualitative Forschung; Statistische Analyse
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).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01