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ERIC Number: EJ924040
Record Type: Journal
Publication Date: 2011-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-1088-3576
Teaching Paraprofessionals of Students with Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package
Robinson, Suzanne Elaine
Focus on Autism and Other Developmental Disabilities, v26 n2 p105-118 Jun 2011
Given that students with autism spend the majority of their days in school settings, largely supported by paraprofessionals, it is important that these paraprofessionals receive adequate training. The author investigated a training package consisting of modeling and video-based feedback as a means of enabling paraprofessionals to implement Pivotal Response Treatment (PRT) in the inclusive school setting. A multiple baseline design across four paraprofessional -focal student pairs was employed. The findings suggest that the training package was effective and efficient in improving paraprofessional PRT implementation and levels of involvement as well as social communication target behaviors of the students with autism. Generalization across activities and students, maintenance, and social validity were also assessed. (Contains 4 tables and 4 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A