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ERIC Number: EJ1129733
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: EISSN-2325-7466
A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching
Stahmer, Aubyn C.; Suhrheinrich, Jessica; Rieth, Sarah
Journal of the American Academy of Special Education Professionals, p119-139 Win 2016
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.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: California (San Diego)
Identifiers - Assessments and Surveys: Autism Diagnostic Observation Schedule; Preschool Language Scale
IES Funded: Yes
Grant or Contract Numbers: R324B070027