What Works for You Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom UseReport as inadecuate




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Grantee Submission, Autism Research and Treatment Article ID 70986 p1-11 2012

Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use.

Descriptors: Autism, Pervasive Developmental Disorders, Qualitative Research, Evidence Based Practice, Teacher Attitudes, Intervention, Focus Groups, Training, Grounded Theory, Program Effectiveness, Responses





Author: Stahmer, Aubyn C.; Suhrheinrich, Jessica; Reed, Sarah; Schreibman, Laura

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1875&id=ED564578



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