Implementation challenges in translating pivotal response training into community settings.
Jessica Suhrheinrich, Aubyn C Stahmer, Sarah Reed, Laura Schreibman, Erica Reisinger, David Mandell
Author Information
Jessica Suhrheinrich: Child and Adolescent Services Research Center, Rady Children's Hospital San Diego, 3020 Children's Way, MC 5033, San Diego, CA, 92123, USA, jsuhrheinrich@casrc.org.
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.
References
J Autism Dev Disord. 1987 Jun;17(2):187-200
[PMID: 3610995]
