Peer-Mediated Pivotal Response Treatment: Generalization From Unstructured to Structured Inclusive School Contexts

• In Event: Poster Session 7
  In Poster Session: Special Education Research SIG Poster Session

Abstract

This study examined the effect of a peer-implemented pivotal response treatment (PRT) on the social interaction skills of a child with autism in his inclusive educational settings. Two typically developing peers were trained in unstructured settings (i.e., lunch, recess) to implement the intervention with researcher’s prompts. Additionally, to promote generalization of the acquired skills to structured settings, low effort (LE) intervention, consisting of low-invasive prompt procedures provided by researcher to the peers, was implemented in the structured generalization settings (i.e., art, PE). A multiple baseline design across peers was utilized. Results indicated an increase in social behaviors following PRT for the focal child and his peers. Some generalization of the skills into the art setting occurred.

Author

• Sunyoung Kim, University of Wisconsin - Madison