[article] 
inJournal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2970-2976

Titre :	Implementation Challenges in Translating Pivotal Response Training into Community Settings
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jessica SUHRHEINRICH, Auteur ; Aubyn C. STAHMER, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Erica REISINGER, Auteur ; David MANDELL, Auteur
Article en page(s) :	p.2970-2976
Langues :	Anglais (eng)
Mots-clés :	Fidelity of implementation  Pivotal response training  Translation  Special education
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-013-1826-7
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

[article] Implementation Challenges in Translating Pivotal Response Training into Community Settings [Texte imprimé et/ou numérique] / Jessica SUHRHEINRICH, Auteur ; Aubyn C. STAHMER, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Erica REISINGER, Auteur ; David MANDELL, Auteur . - p.2970-2976.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2970-2976

Mots-clés :	Fidelity of implementation  Pivotal response training  Translation  Special education
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-013-1826-7
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218