ERIC Number: EJ1259213
Record Type: Journal
Publication Date: 2020-Aug
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0888-4064
EISSN: N/A
Classroom Pivotal Response Teaching: Teacher Training Outcomes of a Community Efficacy Trial
Suhrheinrich, Jessica; Rieth, Sarah R.; Dickson, Kelsey S.; Roesch, Scott; Stahmer, Aubyn C.
Teacher Education and Special Education, v43 n3 p215-234 Aug 2020
Classroom Pivotal Response Teaching (CPRT) is a naturalistic behavioral intervention for students with autism spectrum disorder (ASD) that was systematically adapted for teacher use. In this study, the authors evaluate outcomes of a large randomized trial training teachers (n = 126) to use CPRT. Training involved 12 hours of small group sessions and additional 1:1 coaching in each teacher's classroom. Overall, CPRT fidelity was significantly higher at the end of the training year relative to the observation year (B = 0.24, p = 0.001) and teachers report using CPRT an average of 47 minutes per day. Moderator analyses indicate that training, teacher, and classroom- and school-level characteristics affected CPRT fidelity. Teachers report high overall satisfaction (M = 4.37, SD = 0.45; 1-5 Likert-type scale) and confidence in their ability to use CPRT with their students (M = 4.2, SD = 0.57). In this study, the authors indicate the acceptability and feasibility of the CPRT training protocol and adds to the limited number of school-based randomized controlled trials (RCTs) evaluating interventions for students with ASD.
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Intervention, Behavior Modification, Program Effectiveness, Training, Teacher Attitudes, Student Motivation, Student Behavior, Faculty Development, Program Implementation, Inclusion
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: R324A130349; K01MH109574