ERIC Number: EJ1179113
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
Brief Report: Improving Social Outcomes for Students with Autism at Recess through Peer-Mediated Pivotal Response Training
Brock, Matthew E.; Dueker, Scott A.; Barczak, Mary A.
Journal of Autism and Developmental Disorders, v48 n6 p2224-2230 Jun 2018
Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess.
Descriptors: Autism, Pervasive Developmental Disorders, Play, Peer Relationship, Teacher Role, Peer Influence, Elementary School Students, Middle School Students, Training, Responses, Intervention, Interaction, Program Effectiveness, Teacher Attitudes, Student Attitudes, Randomized Controlled Trials, Comparative Analysis, Recess Breaks
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A