| Title: |
Implementing Pivotal Response Treatment to Teach Question Asking to High School Students with Autism Spectrum Disorder |
| Language: |
English |
| Authors: |
Jennifer S. Kowitt (ORCID 0000-0001-8460-7237); Joseph Madaus; Brandi Simonsen; Jennifer Freeman; Allison Lombardi; Pamela Ventola |
| Source: |
Journal of Autism and Developmental Disorders. 2025 55(9):3065-3077. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
High Schools; Secondary Education |
| Descriptors: |
Teaching Methods; Questioning Techniques; High School Students; Autism Spectrum Disorders; Behavior Modification; Program Implementation; Fidelity; Interpersonal Communication; Adolescents; Outcomes of Treatment |
| DOI: |
10.1007/s10803-024-06405-3 |
| ISSN: |
0162-3257; 1573-3432 |
| Abstract: |
The purpose of this study was to test the use of Pivotal Response Treatment (PRT) in the secondary school setting. There were two main goals: (a) to evaluate secondary education providers' ability to implement PRT with fidelity following a PRT training program; and (b) to evaluate the effects of school-implemented PRT on the social communication skills of adolescents and young adults with ASD, specifically, question-asking behavior. This concurrent multiple baseline design study across dyads investigated the use of PRT in the secondary school setting with adolescents with ASD. Specifically, it examined the impact of PRT on question-asking behavior. Education providers (n = 3) were trained to implement PRT with a secondary student with ASD. All education providers improved in their ability to use PRT strategies, though struggled with fidelity. Two students exhibited clear effects with noteworthy improvement in their use of targeted question initiations. For targeted question initiations, the weighted value for the Tau-U phase contrast between aggregated baseline and intervention phases was 0.80 and statistically significant (p < 0.0001). PRT is a promising approach to increasing question-asking behavior in secondary students with ASD when implemented by a trained education provider. Continued research should be a matter of priority in order to expand social skills instruction for adolescents with ASD with the hope of ultimately making a positive difference in adult outcomes. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1481032 |
| Database: |
ERIC |