Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment

Autor/inn/en	Verschuur, Rianne; Huskens, Bibi; Verhoeven, Ludo; Didden, Robert
Titel	Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 2, S.490-505 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Verschuur, Rianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2966-3
Schlagwörter	Autism; Pervasive Developmental Disorders; Questioning Techniques; Program Effectiveness; Generalization; Maintenance; Children; Foreign Countries; Diagnostic Tests; Observation; Intelligence Tests; Behavior Modification; Asperger Syndrome; Intervention; Check Lists; Video Technology; Feedback (Response); Staff Development; Skill Development; Adjustment (to Environment); Behavior Rating Scales; Netherlands; Autism Diagnostic Observation Schedule; Wechsler Intelligence Scale for Children; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Befragungstechnik; Fragetechnik; Child; Kind; Kinder; Ausland; Diagnostic test; Diagnostischer Test; Beobachtung; Intelligence test; Intelligenztest; Behaviour modification; Verhaltensänderung; Asperger-Syndrom; Checkliste; Personnel development; Personalentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Niederlande
Abstract	Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children's language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01