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ERIC Number: ED557985
Record Type: Non-Journal
Publication Date: 2013-Dec
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0162-3257
Implementation Challenges in Translating Pivotal Response Training into Community Settings
Suhrheinrich, Jessica; Stahmer, Aubyn C.; Reed, Sarah; Schreibman, Laura; Reisinger, Erica; Mandell, David
Grantee Submission, Journal of Autism and Developmental Disorders v43 n12 p2970-2976 Dec 2013
Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/ instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings. [This study was published in the "Journal of Autism and Developmental Disorders" (EJ1037702).]
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 2; Preschool Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED); National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: California; Pennsylvania
IES Funded: Yes
Grant or Contract Numbers: R25 MH080916; R324B070027; R324A080195; R01 MH083717