Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 12/2013

01-12-2013 | Brief Report

Implementation Challenges in Translating Pivotal Response Training into Community Settings

Auteurs: Jessica Suhrheinrich, Aubyn C. Stahmer, Sarah Reed, Laura Schreibman, Erica Reisinger, David Mandell

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2013

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings.

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Literatuur
go back to reference Arick, J. R., Young, H. E., Falco, R., Loos, L. M., Krug, D. A., Gense, M. H., et al. (2003). Designing an outcome study to monitor the progress of students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(2), 75–87. CrossRef Arick, J. R., Young, H. E., Falco, R., Loos, L. M., Krug, D. A., Gense, M. H., et al. (2003). Designing an outcome study to monitor the progress of students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(2), 75–87. CrossRef
go back to reference Arick, J. R., Falco, L. L. R., & Krug, D. A. (2004). The STAR Program: Strategies for teaching based on autism research, levels I, II & III. Austin: PRO-ED. Arick, J. R., Falco, L. L. R., & Krug, D. A. (2004). The STAR Program: Strategies for teaching based on autism research, levels I, II & III. Austin: PRO-ED.
go back to reference Bondy, E., & Brownell, M. T. (2004). Getting beyond the research to practice gap: Researching against the grain. Teacher Education and Special Education, 27, 47–56. CrossRef Bondy, E., & Brownell, M. T. (2004). Getting beyond the research to practice gap: Researching against the grain. Teacher Education and Special Education, 27, 47–56. CrossRef
go back to reference Humphries, T. L. (2003). Effectiveness of pivotal response training as a behavioral intervention for young children with autism spectrum disorders. Bridges: Practice-Based Research Syntheses, 2(4), 1–9. Humphries, T. L. (2003). Effectiveness of pivotal response training as a behavioral intervention for young children with autism spectrum disorders. Bridges: Practice-Based Research Syntheses, 2(4), 1–9.
go back to reference Jones, E. A., Carr, E. G., & Feeley, K. M. (2006). Multiple effects of joint attention intervention for children with autism. Behavior Modification, 30(6), 782–834. PubMedCrossRef Jones, E. A., Carr, E. G., & Feeley, K. M. (2006). Multiple effects of joint attention intervention for children with autism. Behavior Modification, 30(6), 782–834. PubMedCrossRef
go back to reference Koegel, R. L., & Williams, J. A. (1980). Direct versus indirect response-reinforcer relationships in teaching autistic children. Journal of Abnormal Child Psychology, 8(4), 537–547. PubMedCrossRef Koegel, R. L., & Williams, J. A. (1980). Direct versus indirect response-reinforcer relationships in teaching autistic children. Journal of Abnormal Child Psychology, 8(4), 537–547. PubMedCrossRef
go back to reference Koegel, R. L., O’Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17(2), 187–200. PubMedCrossRef Koegel, R. L., O’Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17(2), 187–200. PubMedCrossRef
go back to reference Koegel, R. L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., Koegel, L. K., et al. (1989). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara: University of California, Santa Barbara. Koegel, R. L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., Koegel, L. K., et al. (1989). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara: University of California, Santa Barbara.
go back to reference Lord, C., & McGee, J. P. (2001). Educating children with Autism. Washington: National Research Council. Lord, C., & McGee, J. P. (2001). Educating children with Autism. Washington: National Research Council.
go back to reference Mandell, D., Shin, S., Stahmer, A. C., Xie, M., Reisinger, E., & Marcus, S. E. (2013). A randomized comparative effectiveness trial of two school-base autism interventions. Autism. Mandell, D., Shin, S., Stahmer, A. C., Xie, M., Reisinger, E., & Marcus, S. E. (2013). A randomized comparative effectiveness trial of two school-base autism interventions. Autism.
go back to reference McGee, G. G., Krantz, P. J., & Mcclannahan, L. E. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis, 18(1), 17–31. PubMedCrossRef McGee, G. G., Krantz, P. J., & Mcclannahan, L. E. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis, 18(1), 17–31. PubMedCrossRef
go back to reference Meline, T., & Paradiso, T. (2003). Evidence-based practice in schools: Evaluating research and reducing barriers. Language, Speech, and Hearing Services in Schools, 34(4), 273–283. CrossRef Meline, T., & Paradiso, T. (2003). Evidence-based practice in schools: Evaluating research and reducing barriers. Language, Speech, and Hearing Services in Schools, 34(4), 273–283. CrossRef
go back to reference National Autism Center. (2009). National Standards Report. Randolph: National Autism Center. National Autism Center. (2009). National Standards Report. Randolph: National Autism Center.
go back to reference Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative education for children and youth, 54(4), 275–282. CrossRef Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative education for children and youth, 54(4), 275–282. CrossRef
go back to reference Reed, S., Stahmer, A. C., Suhrheinrich, J., & Schreibman, L. (2012). Stimulus overselectivity in typical development: Implications for teaching children with autism. Journal of Autism and Developmental Disorders. doi: 10.​1007/​s10803-012-1658-x. Reed, S., Stahmer, A. C., Suhrheinrich, J., & Schreibman, L. (2012). Stimulus overselectivity in typical development: Implications for teaching children with autism. Journal of Autism and Developmental Disorders. doi: 10.​1007/​s10803-012-1658-x.
go back to reference Schreibman, L., & Koegel, R. L. (2005). Training for parents of children with autism: Pivotal responses, generalization, and individualization of interventions. In I. E. Hibbs & P. J. (Eds.), Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice (2nd ed., pp. 605–631). Washington: American Psychological Association. Schreibman, L., & Koegel, R. L. (2005). Training for parents of children with autism: Pivotal responses, generalization, and individualization of interventions. In I. E. Hibbs & P. J. (Eds.), Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice (2nd ed., pp. 605–631). Washington: American Psychological Association.
go back to reference Smith, A. E., & Camarata, S. (1999). Using teacher-implemented instruction to increase language intelligibility of children with autism. Journal of Positive Behavior Interventions, 1, 141–151. CrossRef Smith, A. E., & Camarata, S. (1999). Using teacher-implemented instruction to increase language intelligibility of children with autism. Journal of Positive Behavior Interventions, 1, 141–151. CrossRef
go back to reference Stahmer, A. (2007). The basic structure of community early intervention programs for children with autism: Provider descriptions. Journal of Autism and Developmental Disorders, 37(7), 1344–1354. PubMedCrossRef Stahmer, A. (2007). The basic structure of community early intervention programs for children with autism: Provider descriptions. Journal of Autism and Developmental Disorders, 37(7), 1344–1354. PubMedCrossRef
go back to reference Stahmer, A., & Ingersoll, B. (2004). Inclusive programming for toddlers with autism spectrum disorders: Outcomes from the Children’s Toddler School. Journal of Positive Behavior Interventions, 6(2), 67–82. CrossRef Stahmer, A., & Ingersoll, B. (2004). Inclusive programming for toddlers with autism spectrum disorders: Outcomes from the Children’s Toddler School. Journal of Positive Behavior Interventions, 6(2), 67–82. CrossRef
go back to reference Stahmer, A., Collings, N. M., & Palinkas, L. A. (2005). Early intervention practices for children with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20(2), 66–79. PubMedCrossRef Stahmer, A., Collings, N. M., & Palinkas, L. A. (2005). Early intervention practices for children with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20(2), 66–79. PubMedCrossRef
go back to reference Stahmer, A., Akshoomoff, N. A., & Cunningham, A. B. (2011a). Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program. Autism, 15(5), 625–641. PubMedCrossRef Stahmer, A., Akshoomoff, N. A., & Cunningham, A. B. (2011a). Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program. Autism, 15(5), 625–641. PubMedCrossRef
go back to reference Stahmer, A., Brookman-Frazee, L., Searcy, K., Lee, E., Reed, S., & Cervantes, L. (2011b). Parent and multi-disciplinary provider perspectives on earliest intervention for children at-risk for autism spectrum disorders. Infants and Young children, 24(4), 344–363. PubMedCrossRef Stahmer, A., Brookman-Frazee, L., Searcy, K., Lee, E., Reed, S., & Cervantes, L. (2011b). Parent and multi-disciplinary provider perspectives on earliest intervention for children at-risk for autism spectrum disorders. Infants and Young children, 24(4), 344–363. PubMedCrossRef
go back to reference Suhrheinrich, J. (2011). Training teachers to use pivotal response training with children with autism; coaching as a critical component. Teacher education and special education, 34(4), 339–349. CrossRef Suhrheinrich, J. (2011). Training teachers to use pivotal response training with children with autism; coaching as a critical component. Teacher education and special education, 34(4), 339–349. CrossRef
go back to reference Suhrheinrich, J., Stahmer, A., & Schreibman, L. (2007). A preliminary assessment of teachers’ implementation of pivotal response training. Journal of Speech, Language Pathology, and Applied Behavior Analysis, 2(1), 8–20. Suhrheinrich, J., Stahmer, A., & Schreibman, L. (2007). A preliminary assessment of teachers’ implementation of pivotal response training. Journal of Speech, Language Pathology, and Applied Behavior Analysis, 2(1), 8–20.
go back to reference Weisz, J. R., Weiss, B., Han, S. S., Granger, D. A., & Al, E. (1995). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin, 117(3), 450–468. PubMedCrossRef Weisz, J. R., Weiss, B., Han, S. S., Granger, D. A., & Al, E. (1995). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin, 117(3), 450–468. PubMedCrossRef
go back to reference Weisz, J. R., Chu, B. C., & Polo, A. J. (2004). Treatment dissemination and evidence-based practice: Strengthening intervention through clinician-researcher collaboration. Clinical Psychology: Science and Practice, 11(3), 300–307. CrossRef Weisz, J. R., Chu, B. C., & Polo, A. J. (2004). Treatment dissemination and evidence-based practice: Strengthening intervention through clinician-researcher collaboration. Clinical Psychology: Science and Practice, 11(3), 300–307. CrossRef
go back to reference Wilczynski, S. M., Fisher, L., Leslie, S., Bass, J., Mudgal, D., Zeiger, V., et al. (2011). Evidence-based practice and autism spectrum disorders. In M. Bray & T. J. Kehle (Eds.), The Oxford handbook of school psychology. New York: Oxford University Press. Wilczynski, S. M., Fisher, L., Leslie, S., Bass, J., Mudgal, D., Zeiger, V., et al. (2011). Evidence-based practice and autism spectrum disorders. In M. Bray & T. J. Kehle (Eds.), The Oxford handbook of school psychology. New York: Oxford University Press.
go back to reference Williams, J. A., Koegel, R. L., & Egel, A. L. (1981). Response-reinforcer relationships and improved learning in autistic children. Journal of Applied Behavior Analysis, 14(1), 53–60. PubMedCrossRef Williams, J. A., Koegel, R. L., & Egel, A. L. (1981). Response-reinforcer relationships and improved learning in autistic children. Journal of Applied Behavior Analysis, 14(1), 53–60. PubMedCrossRef
Metagegevens
Titel
Implementation Challenges in Translating Pivotal Response Training into Community Settings
Auteurs
Jessica Suhrheinrich
Aubyn C. Stahmer
Sarah Reed
Laura Schreibman
Erica Reisinger
David Mandell
Publicatiedatum
01-12-2013
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 12/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-013-1826-7