Using Pivotal Response Training with Peers in Special Education to Facilitate Play in Two Children with Autism

Abstract

This study evaluated the 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 the strategies using modeling, role-playing, and feedback. After training, peers implemented PRT strategies with the children with autism. Picture prompts were provided to assist peers in recalling the strategies, but were completely faded until peers could implement the procedures with no instruction from observers. Increases in opportunities to respond were observed, as well as responses and initiations of social interaction by the children with autism.