Increasing Complex Social Behaviors in Children with Autism: Effects of Peer-Implemented Pivotal Response Training.

Pierce, Karen; Schreibman, Laura

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ511875

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8855

EISSN: N/A

Available Date: N/A

Increasing Complex Social Behaviors in Children with Autism: Effects of Peer-Implemented Pivotal Response Training.

Pierce, Karen; Schreibman, Laura

Journal of Applied Behavior Analysis, v28 n3 p285-95 Fall 1995

Two children with autism, aged 10, were exposed to peer-implemented pivotal response training (PRT). Typical peers implemented PRT strategies by modeling, role playing, and didactic instruction. Both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. (SW)

Descriptors: Autism, Behavior Development, Classroom Techniques, Intermediate Grades, Modeling (Psychology), Peer Relationship, Peer Teaching, Role Playing, Social Behavior, Social Integration, Student Behavior

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/84057

Author Affiliations: N/A