Implementation Challenges in Translating Pivotal Response Training into Community Settings

Autor/inn/en	Suhrheinrich, Jessica; Stahmer, Aubyn C.; Reed, Sarah; Schreibman, Laura; Reisinger, Erica; Mandell, David
Titel	Implementation Challenges in Translating Pivotal Response Training into Community Settings
Quelle	In: Journal of Autism and Developmental Disorders, 43 (2013) 12, S.2970-2976 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-013-1826-7
Schlagwörter	Program Implementation; Evidence; Best Practices; Children; Autism; Investigations; Training Methods; Classroom Observation Techniques; Educational Opportunities; Childhood Attitudes; Instructional Effectiveness; Special Programs; Teacher Effectiveness; Elementary School Teachers + Suchen Sie Ihr Suchwort? Evidenz; Child; Kind; Kinder; Autismus; Untersuchung; Didaktik; Trainingsmaßnahme; Bildungsangebot; Bildungschance; Unterrichtserfolg; Sonderpädagogische Förderung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10