Brief Report: Improving Social Outcomes for Students with Autism at Recess through Peer-Mediated Pivotal Response Training

Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com

Y

7

Autism; Pervasive Developmental Disorders; Play; Peer Relationship; Teacher Role; Peer Influence; Elementary School Students; Middle School Students; Training; Responses; Intervention; Interaction; Program Effectiveness; Teacher Attitudes; Student Attitudes; Randomized Controlled Trials; Comparative Analysis; Recess Breaks

10.1007/s10803-017-3435-3

0162-3257

Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess.

As Provided

10

2018

EJ1179113