Pivotal Response Training
are intended to be clear, brief, and fun. Of course, the specific goals, materials, and settings will be individualized for the learner, as with all ABA interventions. PRT offers a set of strategies to keep learners paying attention and engaged. PRT episodes should be incorporated into planned and natural activities on a frequent basis (suggested rate is one episode every two minutes). The training also encourages learners to initiate their needs and wants and to respond to others. By providing the learner with choices of motivating items, mixing some new tasks with easy tasks, and rewarding attempts, a teacher can be both effective and fun. (Note: PRT is similar to Incidental Teaching and Mand Training within Natural Environment Training in their focus on choice, reinforcing attempts, and reinforcing contingently.)
Resources
Koegel, L. K., Koegel, R. L., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcomes data. Journal of the Association for Persons with Severe Handicaps, 24 , 186-198. Koegel, R. L., & Koegel, L. K. (2005). Pivotal response treatments for autism: Communication, social, and academic development. Baltimore, MD: Brookes Publishing. Koegel, R. L., & Koegel, L. K. (Eds.) (1995). Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore, MD: Brookes Publishing. Koegel, R. L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., & Koegel, L. K. (1989). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara, CA: University of California. Available at http://www.education. ucsb.edu/autism/behaviormanuals.
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ABA Principles & Methods
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