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Journal article
A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism
Focus on autism and other developmental disabilities, v 38(1), pp 32-44
01 Mar 2023
PMID: 38605730
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students.
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Details
- Title
- A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism
- Creators
- Aubyn C. Stahmer - University of California, DavisJessica Suhrheinrich - San Diego State UniversitySarah R. Rieth - San Diego State UniversityScott Roesch - Health Services Research & DevelopmentSarah Vejnoska - University of California, DavisJanice Chan - San Diego State UniversityAllison Nahmias - Stony Brook UniversityTiffany Wang - Health Services Research & Development
- Publication Details
- Focus on autism and other developmental disabilities, v 38(1), pp 32-44
- Publisher
- Sage
- Number of pages
- 13
- Grant note
- K01MH109574 / National Institute of Mental Health; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH National Institute of Mental Health (NIMH) MIND Institute IDDRC P50 HD103526 / National Institute of Child Health and Human Development; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD) R324A140005 / U.S. Department of Education; US Department of Education
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- A.J. Drexel Autism Institute
- Web of Science ID
- WOS:000883196800001
- Scopus ID
- 2-s2.0-85141811907
- Other Identifier
- 991022168455904721
UN Sustainable Development Goals (SDGs)
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InCites Highlights
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education, Special
- Psychology, Developmental
- Rehabilitation