Koegel, R., Bradshaw, J., Ashbaugh, K., & Koegel, L. (2014). Improving question-asking initiations in young children with autism using pivotal response treatment. Journal of Autism & Developmental Disorders, 44(4), 816–827.
Mohammadzaheri, F., Koegel, L. K., Rezaee, M., & Rafiee, S. M. (2014). A randomized clinical trial comparison between pivotal response treatment (PRT) and structured applied behavior analysis (ABA) intervention for children with autism. Journal of Applied Behavior Analysis, 44, 2769–2777
Stahmer, A. C., Suhrheinrich, J., Reed, S., Bolduc, C., & Schreibman, L. (2010). Pivotal response teaching in the classroom setting. Preventing School Failure, 54(4), 265–274.
Terra is an 11-year-old girl with a moderate intellectual disability and Down's syndrome. She lives with her Father, Mr. Quinn. Mr. Quinn is frustrated because Terra comes to breakfast each morning in her pajamas, with her hair uncombed despite Mr. Quinn's laying out her clothes the night before and leaving her brush on the sink. Terra does get her teeth brushed on her own and will wash her face when reminded. Mr. Quinn states that he has to get to work and Terra's not getting her clothes on and combing her hair is resulting in his being late to work three or more times per week.
Given what you have learned in your readings for this week, how would you use pivotal response training to teach Terra her morning routine? Discuss how PRT may assist with greater generalization of Terra’s skills. Also, discuss any ethical considerations that would need to be considered in the training process.
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Pivotal Response Treatment (PRT) is an intervention designed to target pivotal behaviors, such as motivation, and to produce significant improvements in different areas (Stahmer et al., 2010). PRT belongs to the naturalistic type of interventions and it is based on ABA principles (Stahmer et al., 2010). It was developed to facilitate stimulus and response generalization and used to help children learn to increase their spontaneity by responding to different cues, instructions and people, in multiple settings (Stahmer et al., 2010). It reduces prompt dependency and increases motivation in children (Stahmer et al., 2010).
PRT consists of several specific elements, including clear and developmentally appropriate instructions,...