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INCREASING COMPLEX SOCIAL BEHAVIORS IN CHILDREN WITH AUTISM: EFFECTS OF PEER‐IMPLEMENTED PIVOTAL RESPONSE TRAINING
Author(s) -
Pierce Karen,
Schreibman Laura
Publication year - 1995
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1995.28-285
Subject(s) - autism , generality , psychology , generalization , intervention (counseling) , applied behavior analysis , set (abstract data type) , social behavior , developmental psychology , peer group , behavior change , multiple baseline design , social psychology , psychotherapist , computer science , mathematical analysis , mathematics , psychiatry , programming language
Two children with autism were taught to engage in a variety of complex social behaviors using peer‐implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer‐preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed.