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Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training / Matthew E. BROCK in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
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Titre : Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; S. A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur Article en page(s) : p.2224-2230 Langues : Anglais (eng) Mots-clés : Autism Inclusion Peer interactions Peer play Peer-mediated intervention Pivotal response training Index. décimale : PER Périodiques Résumé : Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess. En ligne : http://dx.doi.org/10.1007/s10803-017-3435-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2224-2230[article] Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; S. A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur . - p.2224-2230.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2224-2230
Mots-clés : Autism Inclusion Peer interactions Peer play Peer-mediated intervention Pivotal response training Index. décimale : PER Périodiques Résumé : Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess. En ligne : http://dx.doi.org/10.1007/s10803-017-3435-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 A comparison of Video Modeling and Pivotal Response Training to teach pretend play skills to children with Autism Spectrum Disorder / Helena LYDON in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
[article]
Titre : A comparison of Video Modeling and Pivotal Response Training to teach pretend play skills to children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helena LYDON, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur Année de publication : 2011 Article en page(s) : p.872-884 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Pretend play skills Pivotal Response Training Video Modeling Index. décimale : PER Périodiques Résumé : This study aimed to directly compare the effectiveness of Pivotal Response Training (PRT) and Video Modeling (VM) in the acquisition and generalization of scripted play verbalizations and actions as well as the use of novel statements or actions in both the training and generalization settings. All five participants were exposed to both conditions and were randomly assigned to the sequence of treatment conditions: participants in Sequence 1 received Condition 1 (VM) followed by and Condition 2 (PRT); participants in Sequence 2 received Condition 2 followed by Condition 1. Results showed a significant increase in the number of play actions for both the PRT and VM conditions in the training environment, with greater increases evident as a result of PRT. Significant increases were also found in the number of play actions in PRT compared to VM in the generalization environment. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.872-884[article] A comparison of Video Modeling and Pivotal Response Training to teach pretend play skills to children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Helena LYDON, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur . - 2011 . - p.872-884.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.872-884
Mots-clés : Autism Spectrum Disorder Pretend play skills Pivotal Response Training Video Modeling Index. décimale : PER Périodiques Résumé : This study aimed to directly compare the effectiveness of Pivotal Response Training (PRT) and Video Modeling (VM) in the acquisition and generalization of scripted play verbalizations and actions as well as the use of novel statements or actions in both the training and generalization settings. All five participants were exposed to both conditions and were randomly assigned to the sequence of treatment conditions: participants in Sequence 1 received Condition 1 (VM) followed by and Condition 2 (PRT); participants in Sequence 2 received Condition 2 followed by Condition 1. Results showed a significant increase in the number of play actions for both the PRT and VM conditions in the training environment, with greater increases evident as a result of PRT. Significant increases were also found in the number of play actions in PRT compared to VM in the generalization environment. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 Implementation Challenges in Translating Pivotal Response Training into Community Settings / Jessica SUHRHEINRICH in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
[article]
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
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2970-2976[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 Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees / Jena K. RANDOLPH in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)
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Titre : Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees Type de document : Texte imprimé et/ou numérique Auteurs : Jena K. RANDOLPH, Auteur ; Janine P. STICHTER, Auteur ; Carla SCHMIDT, Auteur ; Karen V. O’CONNOR, Auteur Année de publication : 2011 Article en page(s) : p.230-238 Langues : Anglais (eng) Mots-clés : pivotal response training parent training parent education Index. décimale : PER Périodiques Résumé : Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college degrees. A concurrent multiple baseline design across all phases was used. Two of the three caregiver–child dyads benefited from the intervention. Caregivers’ level of education may not be as critical as other variables, such as consistency of training sessions and other family dynamics, for successful implementation of PRT. En ligne : http://dx.doi.org/10.1177/1088357611421503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.230-238[article] Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees [Texte imprimé et/ou numérique] / Jena K. RANDOLPH, Auteur ; Janine P. STICHTER, Auteur ; Carla SCHMIDT, Auteur ; Karen V. O’CONNOR, Auteur . - 2011 . - p.230-238.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.230-238
Mots-clés : pivotal response training parent training parent education Index. décimale : PER Périodiques Résumé : Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college degrees. A concurrent multiple baseline design across all phases was used. Two of the three caregiver–child dyads benefited from the intervention. Caregivers’ level of education may not be as critical as other variables, such as consistency of training sessions and other family dynamics, for successful implementation of PRT. En ligne : http://dx.doi.org/10.1177/1088357611421503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 Natural Environment Training / Sarah DUFEK
Titre : Natural Environment Training Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DUFEK, Auteur ; Laura SCHREIBMAN, Auteur Année de publication : 2014 Importance : p.255-269 Langues : Anglais (eng) Mots-clés : Naturalistic instruction Pivotal response training Incidental teaching Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Natural Environment Training [Texte imprimé et/ou numérique] / Sarah DUFEK, Auteur ; Laura SCHREIBMAN, Auteur . - 2014 . - p.255-269.
Langues : Anglais (eng)
Mots-clés : Naturalistic instruction Pivotal response training Incidental teaching Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Stimulus Overselectivity in Typical Development: Implications for Teaching Children with Autism / Sarah R. REED in Journal of Autism and Developmental Disorders, 43-6 (June 2013)
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