Abstract
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 language | English (US) |
|---|---|
| Pages (from-to) | 2970-2976 |
| Number of pages | 7 |
| Journal | Journal of Autism and Developmental Disorders |
| Volume | 43 |
| Issue number | 12 |
| DOIs | |
| State | Published - Dec 1 2013 |
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Keywords
- Fidelity of implementation
- Pivotal response training
- Special education
- Translation
ASJC Scopus subject areas
- Developmental and Educational Psychology
Cite this
Implementation challenges in translating pivotal response training into community settings. / Suhrheinrich, Jessica; Stahmer, Aubyn; Reed, Sarah; Schreibman, Laura; Reisinger, Erica; Mandell, David.
In: Journal of Autism and Developmental Disorders, Vol. 43, No. 12, 01.12.2013, p. 2970-2976.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Implementation challenges in translating pivotal response training into community settings
AU - Suhrheinrich, Jessica
AU - Stahmer, Aubyn
AU - Reed, Sarah
AU - Schreibman, Laura
AU - Reisinger, Erica
AU - Mandell, David
PY - 2013/12/1
Y1 - 2013/12/1
N2 - 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.
AB - 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.
KW - Fidelity of implementation
KW - Pivotal response training
KW - Special education
KW - Translation
UR - http://www.scopus.com/inward/record.url?scp=84888030056&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84888030056&partnerID=8YFLogxK
U2 - 10.1007/s10803-013-1826-7
DO - 10.1007/s10803-013-1826-7
M3 - Article
C2 - 23619949
AN - SCOPUS:84888030056
VL - 43
SP - 2970
EP - 2976
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
SN - 0162-3257
IS - 12
ER -