A preliminary assessment of teachers’ implementation of pivotal response training.

2007 ◽  
Vol 2 (1) ◽  
pp. 1-13 ◽  
Author(s):  
J. Suhrheinrich ◽  
A. C. Stahmer ◽  
L. Schreibman
Keyword(s):  
Pivotal Response Training ◽  
Preliminary Assessment ◽  
Response Training

Training Teachers to Use Pivotal Response Training With Children With Autism

2011 ◽  
Vol 34 (4) ◽  
pp. 339-349 ◽  
Author(s):  
Jessica Suhrheinrich
Keyword(s):  
Children With Autism ◽  
Future Research ◽  
Evidence Based ◽  
Pivotal Response Training ◽  
Current Investigation ◽  
Evidence Based Practices ◽  
Response Training ◽  
Individual Coaching ◽  
Additional Improvement ◽  
Mastery Criteria

Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching. The findings suggest that attending a group workshop is insufficient training for most teachers to demonstrate mastery of PRT, but a modest amount of time spent in individual coaching with observation and feedback helps the majority of teachers master PRT techniques. Limitations and implications for future research are discussed.

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