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TABLE 2 Initiations of Play Child five sessions during baseline of Group A. During treatment, he exhibited a total of five initiations across only three sessions. With Group B, an increase of initiations was not exhibited. During baseline, Wilson initiated an interaction only once across seven sessions. He did not initiate play at all during <strong>the</strong> three treatment sessions. Colin initiated only one interaction during baseline of Group A, and increased to eight initiations during treatment. Colin displayed an increase in initiations after PRT implementation of Group B by an average of one initiation more per session. During baseline, Colin initiated interactions an average of two times per session. During treatment, he exhibited an average of 3.25 initiations per session. Discussion BL 1 Group A Average initiations per session Tx 2 Group A BL Group B Tx Group B Wilson 0.4 1.7 .14 0 Colin 0.2 2.0 2.14 3.25 1 Baseline 2 Treatment Results indicate that some peers with disabilities can successfully implement pivotal response training with children with autism. Particularly with Group A, consisting of one peer diagnosed with a specific learning disability and one with mild mental retardation, social interactions increased among target children and peers. The teacher described Group B peers as lower functioning and less cooperative than Group A peers. This factor may contribute to <strong>the</strong> difference in results between Groups 1 and 2. Wilson experienced more significant gains with Group B than did Colin. This finding may be explained by <strong>the</strong> difference between functioning levels of Wilson and Colin. Colin was described as more sociable and higher functioning than Wilson, possibly higher functioning than a couple of <strong>the</strong> peers 44 / Education and Training in Developmental Disabilities-March 2008 in Group B. Thus, one explanation for Colin’s lack of significant gains with Group B is that he possessed more social skills initially than one or two of <strong>the</strong> peers in Group B. Ano<strong>the</strong>r explanation may be that Group B contained one more peer than did Group A. Perhaps <strong>the</strong> numbers of peers in <strong>the</strong> groups influenced <strong>the</strong> social gains of <strong>the</strong> target children. Future research should examine <strong>the</strong> differences in social interactions contingent upon peer group size. A reason for <strong>the</strong> increases in rates of responding may be attributed to <strong>the</strong> fact that peers were taught to use different levels of prompts: verbal, gestural, and physical. Thus, if a target child did not respond to an opportunity during baseline, <strong>the</strong> peer ceased to try to interact. However, during treatment if <strong>the</strong> target child did not respond to a verbal prompt <strong>the</strong> peer continued to prompt him by repeating <strong>the</strong> prompt, using a gesture, or physically helping <strong>the</strong> target child to respond. These findings indicate that peers with disabilities can be successful at implementation of pivotal response training. Thus, children with autism who attend both regular and special education classes can receive <strong>the</strong> training across a school day. Perhaps lower functioning peers selected to implement PRT need more intensive training and more programming for generalization from training setting to play setting. Perhaps some peers would benefit from more learning trials during <strong>the</strong> training of steps for implementation. Research related to <strong>the</strong> different methods of training for peers with different disabilities would contribute to present PRT research so that practitioners may individualize peer training sessions. After training implementation was terminated, <strong>the</strong> peers were observed in <strong>the</strong>ir classroom and continued to implement PRT with <strong>the</strong> children with autism. A limitation of this study is that more generalization data was not collected. Thus, <strong>the</strong> long-term effects of PRT are not available. Future research should evaluate <strong>the</strong> effects of PRT over time. Teacher training of PRT strategies may benefit <strong>the</strong> peers and children with autism in that booster sessions could be conducted to enhance <strong>the</strong> generalization and maintenance of play and social skills. Peers and children with autism both benefited from PRT in that <strong>the</strong>y
learned to interact with o<strong>the</strong>rs in order to enhance play and social skills. References Garrison-Harrell, L., Kamps, D., & Kravits, T. (1997). The effects of peer networks on socialcommunicative behaviors for students with autism. Focus on Autism & O<strong>the</strong>r Developmental Disabilities, 12, 241–254. Goldstein, H., & Ferrell, D. (1987). Augmenting communicative interaction among children between handicapped and non-handicapped preschool children. <strong>Journal</strong> of Speech and Hearing Disorders, 52, 200–211. Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging <strong>the</strong> behavior of preschoolers with autism. <strong>Journal</strong> of Applied Behavior Analysis, 25, 289–305. Koegel, R. L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., & Koegel, L. (1989). How to teach pivotal behaviors to children with autism: A training manual. University of California, Santa Barbara. McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. <strong>Journal</strong> of Autism and Developmental Disorders, 22, 351–371. Pierce, K. (1993). Teaching an autistic child to respond to and instigate social initiations via pivotal response training. Unpublished data, University of California, San Diego. Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. <strong>Journal</strong> of Applied Behavior Analysis, 28, 285–295. Stahmer, A. C. (1999). Using pivotal response training to facilitate appropriate play in children with autistic spectrum disorders. Child Language Teaching & Therapy, 15(1), 29–40. Strain, P. S., & Hoyson, M. (2000). The need for longitudinal, intensive, social skill intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20, 116–122. Terpstra, J. E., Higgins, K., & Pierce, T. (2002). Can I play? Classroom-based interventions for teaching play skills to children with autism. Focus on Autism & O<strong>the</strong>r Developmental Disabilities, 17, 119– 126. Thorp, D., Stahmer, A., & Schreibman, L. (1995). The effects of sociodramatic play training on children with autism. <strong>Journal</strong> of Autism and Developmental Disorders, 25, 265–282. Received: 14 June 2006 Initial Acceptance: 25 August 2006 Final Acceptance: 15 December 2006 Pivotal Response Training in Special Education / 45
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 and 40: supports school personnel need to h
Page 41 and 42: Using Pivotal Response Training wit
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Page 45 and 46: Group B between one and two times p
Page 47: ing play sessions with Group B, Col
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
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Page 61 and 62: Results The results of the<
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Page 67 and 68: is still encountering only one symb
Page 69 and 70: TABLE 1 Characteristic of Participa
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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
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Page 97 and 98: TABLE 1 Characteristics of Campers
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appropriate answers were provided.
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Figure 2. Effects of STAR intervent
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garding how to effectively interact
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Shafer K. (1992). Peer-mediating in
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proach, features are built into <st
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independent transitions were totale
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Figure 1. Number of independent tas
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type of skills (e.g., domestic, lei
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Peer-Implemented Time Delay Procedu
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show that peer tutors can reliably
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General Procedures The dependent va
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Skill training. The teacher and one
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Figure 2. Percent of correct respon
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heterogeneous group of students is
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States’ Eligibility Guidelines fo
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Method Procedure The first author d
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TABLE 1—(Continued) IQ part score
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eligibility to exhibit an IQ two or
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ility guidelines for MR from state
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