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- Title
Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training.
- Authors
Brock, Matthew E.; Dueker, Scott A.; Barczak, Mary A.
- Abstract
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 (<italic>d</italic> = 1.13). Appropriate play with peers also increased substantially (<italic>d</italic> = 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.
- Subjects
AUTISM; INTERPERSONAL relations; EVALUATION of medical care; MIDDLE school students; PLAY; STATISTICAL sampling; SCHOOL children; SOCIAL skills education; AFFINITY groups; RANDOMIZED controlled trials
- Publication
Journal of Autism & Developmental Disorders, 2018, Vol 48, Issue 6, p2224
- ISSN
0162-3257
- Publication type
Article
- DOI
10.1007/s10803-017-3435-3