Pivotal Response Training is one intervention used to treat children with autism. Autism spectrum disorder (ASD) is defined as “a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors” (Gengoux, et al., 2015). Children are often diagnosed by age 2, as early signs in development are often present. ASD causes a lack in social behavior and competence. According to Stahmer, Suhrheinrich, Reed, and Schreibman (2012) schools face great challenges when serving students with autism because there are not many interventions that have been tested in the school setting. However, Pivotal Response Training is an intervention that is easily adaptable in the school setting. Pivotal Response Training
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By using this intervention, one is working to improve communication, play, academic skills, and social interactions. Areas that are focused on are motivation, initiation, and responsivity to multiple cues. Children with an ASD often have trouble completing those tasks as they are often seen as socially isolated. PRT is implemented one-on-one, as the “pivotal responses trained in
PRT vary based on a child’s developmental level but typically include motivation and responsivity to multiple cues” (Suhrheinrich, 2011). Originally PRT was used to improve verbal and nonverbal communication, but has also increased verbalizations and language use. Other areas of improvement noted by using PRT is language function, speech imitation, labeling, question asking, spontaneous speech, and conversational communication. There are many differences between PRT and other behavioral interventions. PRT focuses on pivotal areas, while other methods focus on areas in which an individual child is lacking. It is said that by focusing on the pivotal areas improvements will happen in autonomy, self-learning, and generalization of new skills. Another difference is the structure of PRT.
By using this intervention, one is working to improve communication, play, academic skills, and social interactions. Areas that are focused on are motivation, initiation, and responsivity to multiple cues. Children with an ASD often have trouble completing those tasks as they are often seen as socially isolated. PRT is implemented one-on-one, as the “pivotal responses trained in
PRT vary based on a child’s developmental level but typically include motivation and responsivity to multiple cues” (Suhrheinrich, 2011). Originally PRT was used to improve verbal and nonverbal communication, but has also increased verbalizations and language use. Other areas of improvement noted by using PRT is language function, speech imitation, labeling, question asking, spontaneous speech, and conversational communication. There are many differences between PRT and other behavioral interventions. PRT focuses on pivotal areas, while other methods focus on areas in which an individual child is lacking. It is said that by focusing on the pivotal areas improvements will happen in autonomy, self-learning, and generalization of new skills. Another difference is the structure of PRT.