A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism.

Autor: Stahmer AC; UC Davis MIND Institute, Sacramento, CA, USA.; Child and Adolescent Services Research Center, CA, USA., Suhrheinrich J; Child and Adolescent Services Research Center, CA, USA.; San Diego State University, CA, USA., Rieth SR; Child and Adolescent Services Research Center, CA, USA.; San Diego State University, CA, USA., Roesch S; Child and Adolescent Services Research Center, CA, USA.; San Diego State University, CA, USA., Vejnoska S; UC Davis MIND Institute, Sacramento, CA, USA.; Child and Adolescent Services Research Center, CA, USA., Chan J; Child and Adolescent Services Research Center, CA, USA.; San Diego State University, CA, USA., Nahmias A; Stony Brook University, NY, USA., Wang T; Child and Adolescent Services Research Center, CA, USA.; University of California, San Diego, USA.
Jazyk: angličtina
Zdroj: Focus on autism and other developmental disabilities [Focus Autism Other Dev Disabl] 2023 Mar; Vol. 38 (1), pp. 32-44. Date of Electronic Publication: 2022 Nov 07.
DOI: 10.1177/10883576221133486
Abstrakt: Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers ( n = 126) and students with autism ( n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students.
Competing Interests: Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Databáze: MEDLINE
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