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Multiple Peer Use of Pivotal Response Training To Increase Social Behaviors of Classmates with Autism: Results from Trained and Untrained Peers.
Peer reviewed Peer reviewed
Pierce, Karen; Schreibman, Laura – Journal of Applied Behavior Analysis, 1997
Two children (ages 7-8) with autism and eight typical peers participated in a study designed to replicate an earlier finding of successful social-skills intervention for children with autism using peer-implemented pivotal response training (PRT). The results of using multiple peer trainers on generalization of treatment effects were assessed.…
Descriptors: Autism, Children, Generalization, Helping Relationship
Increasing Complex Social Behaviors in Children with Autism: Effects of Peer-Implemented Pivotal Response Training.
Peer reviewed Peer reviewed
Pierce, Karen; Schreibman, Laura – Journal of Applied Behavior Analysis, 1995
Two children with autism, aged 10, were exposed to peer-implemented pivotal response training (PRT). Typical peers implemented PRT strategies by modeling, role playing, and didactic instruction. Both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and…
Descriptors: Autism, Behavior Development, Classroom Techniques, Intermediate Grades
Functional Assessment, Curricular Revision, and Severe Behavior Problems.
Peer reviewed Peer reviewed
Dunlap, Glen; And Others – Journal of Applied Behavior Analysis, 1991
An adolescent female with multiple handicaps and severely disruptive behavior participated in a functional assessment linked directly to specific revisions in her school curriculum. The assessment and intervention produced substantial and durable reductions in the student's longstanding and severe behavior problems. (Author/JDD)
Descriptors: Adolescents, Behavior Change, Behavior Disorders, Curriculum Development