Download the Journal (PDF) - Division on Autism and ...

More documents

Recommendations

Info

ston, VA: ERIC Clearinghouse on Disabilities and Gifted Education. ED 437767 Patton, M. Q. (2002). Qualitative research and evaluation methods (3 rd ed). Thousand Oaks, CA: Sage. Pearman, E. L., Huang, A. M., & Mellblom, C. I. (1997). The inclusion of all students: Concerns and incentives of educators. Education and Training in Mental Retardation and Developmental Disabilities, 32, 11–20. Perkins, D. F., & Miller, J. (1994). Why community service and service-learning? Providing rationale and research. Democracy and Education, 9, 11–16. Pivik, J., McComas, J., & Laflamme, M. (2002). Barriers and facilitators to inclusive education. Exceptional Children, 69, 97–107. Rose, D. H., & Meyer, A. (2000). Universal design for learning. <strong>Journal</strong> of Special Education Technology, 15, 67–70. Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958– 36 / Education and Training in Developmental Disabilities-March 2008 1995: A research syn<strong>the</strong>sis. Exceptional Children, 63, 59–74. Skinner, R., & Chapman, C. (1999, September). Service-learning and community service in K-12 public schools. Washington, DC: U.S. Department of Education, National Center for Educational Statistics. Werts, M. G., Wolery, M., Snyder, E. D., & Caldwell, N. K. (1996). Teachers’ perceptions of <strong>the</strong> supports critical to <strong>the</strong> success of inclusion programs. <strong>Journal</strong> of <strong>the</strong> Association for Persons with Severe Handicaps, 21, 9–21. Yoder, D. I., & Retish, E. (1994). We did it: Service learning with special populations. Democracy and Education, 9, 25–27. Received: 14 June 2006 Initial Acceptance: 28 July 2006 Final Acceptance: 10 October 2006
Using Pivotal Response Training with Peers in Special Education to Facilitate Play in Two Children with Autism Laura R. Kuhn, Amy E. Bodkin, Sandra D. Devlin and R. Anthony Doggett Mississippi State University Abstract: This study evaluated <strong>the</strong> ability of peers in special education to implement pivotal response training (PRT) with two students with autism in order to increase social interactions. Peers were taught <strong>the</strong> strategies using modeling, role-playing, and feedback. After training, peers implemented PRT strategies with <strong>the</strong> children with autism. Picture prompts were provided to assist peers in recalling <strong>the</strong> strategies, but were completely faded until peers could implement <strong>the</strong> procedures with no instruction from observers. Increases in opportunities to respond were observed, as well as responses and initiations of social interaction by <strong>the</strong> children with autism. In his original description of autism in 1943, Leo Kanner described problems related to <strong>the</strong> development of social relationships as inherent in <strong>the</strong> disorder (McConnell, 2002). Since this finding in 1943, researchers have thoroughly explored this characteristic, suggesting multiple forms of interventions to enhance social interactions among children with autism. A significant body of research has focused on peer-mediated interventions (Goldstein, Kacamarek, Pennington, & Shafer, 1992; Stahmer, 1999; Goldstein & Ferrell, 1987; Garrison-Harrell, Kamps, & Kravits, 1997). Peermediated interventions involve teaching peers specific strategies to direct, respond, and reinforce children with autism (Goldstein et al., 1992). These strategies enhance <strong>the</strong> communicative interaction among children with autism, while minimizing <strong>the</strong> need for adult implementation and prompting. Additionally, <strong>the</strong> peers learn appropriate social behavior while assisting o<strong>the</strong>r peers in developing a communicative repertoire. However, many peer-mediated interventions include specific scripts and limited toys or activities, which make generalization of <strong>the</strong>se skills to new settings difficult. Correspondence concerning this article should be addressed to Sandra D. Devlin, Department of Counselor Education, Educational Psychology, and Special Education, Mississippi State University, Box 9727, Mississippi State, MS 39759. Education and Training in Developmental Disabilities, 2008, 43(1), 37–45 © <strong>Division</strong> on Developmental Disabilities A specific peer-mediated strategy developed by Koegel, Schreibman, Good, Cerniglia, Murphy, and Koegel (1989) has been effective in increasing play behaviors in children with autism (Pierce & Schreibman, 1995; Thorp, Stahmer, & Schreibman, 1995). Pivotal response training provides a more naturalistic approach to peer-mediated intervention (Mc- Connell, 2002). This strategy does not include specific scripts with limited toys or activities. Ra<strong>the</strong>r, it promotes a variation of peer prompts to elicit a larger range of responses from children with autism, thus promoting generalization and maintenance of interactions. Children with autism often engage in repetitive behaviors with toys ra<strong>the</strong>r than <strong>the</strong> toy’s common uses (Terpstra, Higgins, & Pierce, 2002), but with <strong>the</strong> implementation of PRT children possess little opportunity to isolate <strong>the</strong>mselves and engage in repetitive behaviors. Fur<strong>the</strong>rmore, initiating play is a behavior not often observed among <strong>the</strong>se children and research has demonstrated that PRT increases initiating behaviors (Pierce, 1993). Pierce and Schreibman (1995) suggest that PRT is effective in <strong>the</strong> enhancement of social interactions among children with autism when implemented in a school setting by typical peers. However, without an intervention in place with adult supervision, typical peers are most likely to select o<strong>the</strong>r typical peers as playmates (Goldstein et al., 1992). Fur<strong>the</strong>rmore, due to <strong>the</strong> need for a continuum of Pivotal Response Training in Special Education / 37
Page 1 and 2: Education and Training in Developme
Page 7 and 8: Guardianship: Its Role in t
Page 9 and 10: guardians who are knowledgeable abo
Page 11 and 12: in budgeting and spending; (b) a sp
Page 13 and 14: and effective are essential to self
Page 15 and 16: involved in the gu
Page 17 and 18: sonal rights removed through guardi
Page 19 and 20: who are not trustworthy, and when o
Page 21 and 22: Discussion and Recommendations Lake
Page 23 and 24: DC: OSERS. (ERIC Document Reproduct
Page 25 and 26: people who do not have disabilities
Page 27 and 28: TABLE 1 School Demographics Demogra
Page 29 and 30: TABLE 2 Methods for Including Stude
Page 31 and 32: participate in service learning pro
Page 33 and 34: who are “more experienced” in s
Page 35 and 36: cern that they wer
Page 37 and 38: service learning activity for stude
Page 39: supports school personnel need to h
Page 43 and 44: the trained peers
Page 45 and 46: Group B between one and two times p
Page 47 and 48: ing play sessions with Group B, Col
Page 49 and 50: learned to interact with ot
Page 51 and 52: Affirmative sentences emphasize a v
Page 53 and 54: identifying several important behav
Page 55 and 56: Kenji. For Kenji, all observation s
Page 57 and 58: Figure 2. Percentage of 10-s interv
Page 59 and 60: gaging in complicated verbal commun
Page 61 and 62: Results The results of the<
Page 63 and 64: when the person wa
Page 65 and 66: Effectiveness of the</stron
Page 67 and 68: is still encountering only one symb
Page 69 and 70: TABLE 1 Characteristic of Participa
Page 71 and 72: TABLE 2 Characteristics of
Page 73 and 74: TABLE 3 Major Findings Study Commun
Page 75 and 76: TABLE 3—(Continued) Study Communi
Page 77 and 78: TABLE 3—(Continued) Study Communi
Page 79 and 80: nosed as having ASD. Therefore, PEC
Page 81 and 82: Preschool Teacher Perceptions of As
Page 83 and 84: TABLE 1 Teacher Demographics 1 Teac
Page 85 and 86: TABLE 3 Assistive Technology Self-A
Page 87 and 88: Integration or supplemental perspec
Page 89 and 90: I don’t know if the</stro
Page 91 and 92:
sessions, and the
Page 93 and 94:
that would be difficult to develop
Page 95 and 96:
Riemer-Reiss, M. L., & Wacker, R. R
Page 97 and 98:
TABLE 1 Characteristics of Campers
Page 99 and 100:
appropriate answers were provided.
Page 101 and 102:
Figure 2. Effects of STAR intervent
Page 103 and 104:
garding how to effectively interact
Page 105 and 106:
Shafer K. (1992). Peer-mediating in
Page 107 and 108:
proach, features are built into <st
Page 109 and 110:
independent transitions were totale
Page 111 and 112:
Figure 1. Number of independent tas
Page 113 and 114:
type of skills (e.g., domestic, lei
Page 115 and 116:
Peer-Implemented Time Delay Procedu
Page 117 and 118:
show that peer tutors can reliably
Page 119 and 120:
General Procedures The dependent va
Page 121 and 122:
Skill training. The teacher and one
Page 123 and 124:
Figure 2. Percent of correct respon
Page 125 and 126:
heterogeneous group of students is
Page 127 and 128:
States’ Eligibility Guidelines fo
Page 129 and 130:
Method Procedure The first author d
Page 131 and 132:
TABLE 1—(Continued) IQ part score
Page 133 and 134:
eligibility to exhibit an IQ two or
Page 135:
ility guidelines for MR from state
show all

Download the Journal (PDF) - Division on Autism and ...

Create successful ePaper yourself

Delete template?

Save as template?