Pivotal Response Treatment

Rezaee

et al. 2014

J Autism Dev Disord

Self Cite

129

Accumulating studies are documenting specific motivational variables that, when combined into a naturalistic teaching paradigm, can positively influence the effectiveness of interventions for children with autism spectrum disorder (ASD). The purpose of this study was to compare two ABA intervention procedures, a naturalistic approach, Pivotal Response Treatment (PRT) with a structured ABA approach in a school setting. A Randomized Clinical Trial design using two groups of children, matched according to age, sex and mean length of utterance was used to compare the interventions. The data showed that the PRT approach was significantly more effective in improving targeted and untargeted areas after three months of intervention. The results are discussed in terms of variables that produce more rapid improvements in communication for children with ASD.

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Mohammadzaheri

Rezaee

et al. 2014

J Autism Dev Disord

Self Cite

129

“…The diagnostic criterion for AS include many characteristics that may contribute to social difficulties, such as an impairment in the use of multiple nonverbal behaviors, including eye-to-eye gaze, facial expression, body postures, lack of emotional reciprocity and a lack of seeking to share enjoyments, interests, or achievements with others (DSM IV-TR, 2000). In addition, while their language usually is not delayed, they often have difficulty using communication in a way that results in peer relationships, which may include a preoccupation with topics that do not interest their peers (Klin, Danovitch, Merz, & Volkmar, 2007) and a lack social or emotional reciprocity, such as difficulties responding to peers’ questions or difficulty understanding emotions (Koegel & Koegel, 2006). …”

Section: Introductionmentioning

confidence: 99%

Improving Social Engagement and Initiations Between Children With Autism Spectrum Disorder and Their Peers in Inclusive Settings

Vernon

Journal of Positive Behavior Interventions

et al. 2012

Self Cite

132

Children with Asperger’s Disorder often have difficulty with peer relationships and socialization. The current study assessed whether peer social interactions would improve in school settings if an intervention was designed that incorporated the children with Asperger’s interests. Three children who were fully-included in regular education classes but did not interact with peers prior to intervention participated in this research. Social lunch clubs, open to both the study participants and their typical peers, were implemented twice weekly during regular lunchtime periods. Results showed that all three children increased their time engaged with peers as a result of the clubs. While their initiations greatly improved over baseline levels and approximated their peers, they were often initiating below the level of most of their peers. Implications for improving peer social interactions for children with Asperger’s Disorder are discussed.

“…This treatment method is based on the notion that enhancing behaviors unique to five pivotal areas of development including motivation, responsivity to multiple cues, selfmanagement, empathy, and child self-initiations will result in rapid and broad intervention outcomes [8]. Like ESDM, PRT utilizes developmental theory of typical child development as well as principles of ABA in their approach.…”

Section: Introductionmentioning

confidence: 99%

“…Like ESDM, PRT utilizes developmental theory of typical child development as well as principles of ABA in their approach. The goal of the PRT approach is to provide intensive early intervention focused on broad areas of behavior that is delivered across settings [8]. Specific components of the PRT approach include providing the child with a clear choice of activity or materials and taking turns, responding to multiple cues, contingent reinforcement, and reinforcing goal-directed attempts [18].…”

Section: Introductionmentioning

confidence: 99%

A pilot study of the meta-play method: a novel play intervention for toddlers with autism

Woodard¹,

Chung²,

Korn³

2014

J Autism

The goal of this pilot study was to determine if interventions based on the Dynamic Behavior Theory of Autism (DBTA) could be generated. We selected one toddler with autism and confirmed the diagnosis with the Autism Diagnostic Observation Scale (ADOS), and created a set of interventions derived from this theory. Parents and family members were trained on sets of interventions in the initial two months of research, and these interventions were added to and revised as the study progressed for an additional four month period. Each month, researchers reviewed the integrity of interventions at once-or twice-monthly home visits, and recorded progress on a variety of measures. At the end of six months, the toddler was re-tested on the ADOS. Our results suggest that we were able to create interventions based on DBTA and while no causal relations can be reasonably put forth, improvements on outcome measures including the ADOS were documented. Limitations of the current research are discussed.