A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Structured Applied Behavior Analysis (ABA) Intervention for Children with Autism

Mohammadzaheri, Fereshteh; Koegel, Lynn; Rezaee, Mohammad; Rafiee, Seyed Majid

doi:10.1007/s10803-014-2137-3

Cited by 129 publications

(107 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Examination of the estimated increase in IQ score associated with increases in pivotal response training fidelity suggests that increasing fidelity to pivotal response training can lead to improvements in overall cognitive functioning. These findings are consistent with a recent randomized comparison of pivotal response training and discrete trial training, in which pivotal response training was more effective in improving outcomes for children with autism (Mohammadzaheri et al 2014). …”

Section: Discussionsupporting

confidence: 90%

Dismantling the Active Ingredients of an Intervention for Children with Autism

Pellecchia

Connell

Beidas

et al. 2015

J Autism Dev Disord

View full text Add to dashboard Cite

This study evaluated the association of fidelity to each of the components of the Strategies for Teaching based on Autism Research (STAR) program, a comprehensive treatment package for children with autism that includes discrete trial training, pivotal response training, and teaching in functional routines, on outcomes for 191 students ages 5–8 years in a large public school district. Fidelity to all components was relatively low, despite considerable training and support, suggesting the need to develop new implementation strategies. Fidelity to pivotal response training, but not discrete trial training or functional routines, was positively associated with gains in cognitive ability despite low levels of fidelity, and may be an effective intervention choice in under-resourced settings.

show abstract

Section: Discussionsupporting

confidence: 90%

Dismantling the Active Ingredients of an Intervention for Children with Autism

Pellecchia

Connell

Beidas

et al. 2015

J Autism Dev Disord

View full text Add to dashboard Cite

show abstract

“…The intervention uses strategies such as child choice, interspersing maintenance tasks, task variation, the use of direct and natural reinforcers and rewarding attempts. It makes use of operant teaching principles (Mohammadzaheri, Koegal, Rezaee & Rafiee, 2014). The results show an instant increase in all of the childrenÕs joint attention initiations.…”

Section: Inclusion Of Restricted Interests Improves Positive Outcomesmentioning

confidence: 97%

Teaching Children With Autism Spectrum Disorder With Restricted Interests

Gunn

Delafield‐Butt

2016

Review of Educational Research

View full text Add to dashboard Cite

Inclusive education requires teachers to adapt to childrenÕs learning styles. Children with autism spectrum disorder bring challenges to classroom teaching, often exhibiting interests restricted to particular topics. Teachers can be faced with a dilemma either to accommodate these restricted interests (RIs) into teaching or to keep them out of the classroom altogether. In this article, we examined all peer-reviewed studies of teaching children with autism spectrum disorder with RIs published between 1990 and 2014. We to improve the social and educational experiences of all children, presenting a more pleasant and humane learning environment for everyone, as well as improving academic attainment (Briggs, 2004). Inclusion of children with SEN may require adaptations to the curriculum and classroom environment. In particular, children with autism have difficulties with learning, interacting and communicating with others, using an understanding language, thinking imaginatively and enjoying variation in activities, all of which are essential elements in classroom practice (Autism Working Group, 2002).Adaptive practices to the SEN of these children are therefore necessary and in some contexts, adequate provision is enshrined in law. 1 SEN for a particular child result from an interplay of several factors that fall broadly into four overlapping themes, of which disability and health is only one. The learning environment, family circumstances, and particular social and emotional needs of the child all contribute. Importantly, the styles of teaching and classroom practice that compose the learning environment can be a contributing factor, especially when educational practice does not take into adequate account a particular individualÕs circumstances and needs. In some cases, children with SEN may come up against barriers to learning and achievement as a result of an inflexible approach to the curriculum, to a schoolÕs ethos, or to teaching and learning methods that do not adapt to the SEN (Scottish Government, 2010).One prominent and practical concern for inclusion of ASD children into mainstream education is how best to work with restricted interests (RIs). These interests are objects or topics that ASD individuals pursue with focus and intensity, for example, demonstrating a fascination with hurricanes, that can restrict engagement with other objects or topics (Mancil & Pearl, 2008). In this paper we take inclusion to mean that children will be supported to work to the best of their ability and have their unique talents valued in the classroom, with teachers striving to provide enjoyable and effective learning experiences for all.!!! The restricted and repetitive interests of children with ASD pose particular challenges to teachers in mainstream settings. They can obstruct normal classroom practice and prevent curriculum teaching. And importantly, there is no consensus on how best to work with RIs in the classroom. On one hand, some teachers discipline and prohibit restrictive and repetitive interests to encour...

show abstract

“…PRT's use of preferred activities and teaching in the context of naturally occurring routines (e.g., recess or classroom activities), along with the use of an abundant, face-valid resource (i.e., classmates) as interventionists, promotes the social development and generalization of social skills for children with ASD (R. L. Koegel, Dyer, & Bell, 1987). As PRT focuses on pivotal behaviours that produce widespread change, this intervention produces more enduring social skill gains than do some other ABA programs (Mohammadzaheri, Koegel, Rezaee, & Rafiee, 2014). Future research should focus on how to promote the uptake of this intervention approach at school (see Wood, McLeod, Klebanoff, & Brookman-Frazee, 2015, for another PMI example).…”

Section: Areas For Future Researchmentioning

confidence: 99%

Peer-Mediated Pivotal Response Treatment for Young Children With Autism Spectrum Disorders

Boudreau

Corkum

Meko

et al. 2015

Canadian Journal of School Psychology

View full text Add to dashboard Cite

This review examined the effectiveness of peer-mediated pivotal response treatment (PM-PRT) to increase social-communication skills for children with autism spectrum disorders (ASD). A systematic review was conducted of all published studies examining PM-PRT in school-aged children with ASD, based on an established rubric. Five PM-PRT studies utilizing single-subject research designs were reviewed, involving 29 participants (8 with ASD and 21 peer coaches). Most studies of PM-PRT observed positive outcomes. However, the existing research base did not meet criteria for classification as promising or established evidence-based practice (EBP) for improving social skill deficits in children with ASD. More research is required for PM-PRT to be considered formally as EBP. This review may be used to guide clinical decisions for school psychologists and future research. Our aim was to highlight the rationale for, and core aspects of, this intervention and discuss school-based applications.

show abstract

A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Structured Applied Behavior Analysis (ABA) Intervention for Children with Autism

Cited by 129 publications

References 36 publications

Dismantling the Active Ingredients of an Intervention for Children with Autism

Dismantling the Active Ingredients of an Intervention for Children with Autism

Teaching Children With Autism Spectrum Disorder With Restricted Interests

Peer-Mediated Pivotal Response Treatment for Young Children With Autism Spectrum Disorders

Contact Info

Product

Resources

About