Implementation challenges in translating pivotal response training into community settings

Jessica Suhrheinrich, Aubyn Stahmer, Sarah Reed, Laura Schreibman, Erica Reisinger, David Mandell

Research output: Contribution to journalArticlepeer-review

42 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)2970-2976
Number of pages7
JournalJournal of Autism and Developmental Disorders
Issue number12
StatePublished - Dec 1 2013


  • Fidelity of implementation
  • Pivotal response training
  • Special education
  • Translation

ASJC Scopus subject areas

  • Developmental and Educational Psychology


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