Classroom Pivotal Response Teaching: Teacher Training Outcomes of a Community Efficacy Trial

2019 ◽  
Vol 43 (3) ◽  
pp. 215-234 ◽  
Author(s):  
Jessica Suhrheinrich ◽  
Sarah R. Rieth ◽  
Kelsey S. Dickson ◽  
Scott Roesch ◽  
Aubyn C. Stahmer
Keyword(s):  
Autism Spectrum ◽  
School Level ◽  
Efficacy Trial ◽  
Training Outcomes ◽  
Randomized Controlled ◽  
School Based ◽  
Students With Autism ◽  
Community Efficacy ◽  
Large Randomized Trial ◽  
Training Protocol

Classroom Pivotal Response Teaching (CPRT) is a naturalistic behavioral intervention for students with autism spectrum disorder (ASD) that was systematically adapted for teacher use. In this study, the authors evaluate outcomes of a large randomized trial training teachers ( n = 126) to use CPRT. Training involved 12 hours of small group sessions and additional 1:1 coaching in each teacher’s classroom. Overall, CPRT fidelity was significantly higher at the end of the training year relative to the observation year ( B = 0.24, p = .001) and teachers report using CPRT an average of 47 minutes per day. Moderator analyses indicate that training, teacher, and classroom- and school-level characteristics affected CPRT fidelity. Teachers report high overall satisfaction ( M = 4.37, SD = 0.45; 1-5 Likert-type scale) and confidence in their ability to use CPRT with their students ( M = 4.2, SD = 0.57). In this study, the authors indicate the acceptability and feasibility of the CPRT training protocol and adds to the limited number of school-based randomized controlled trials (RCTs) evaluating interventions for students with ASD.

scholarly journals Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder

2019 ◽  
Vol 45 (1) ◽  
pp. 66-98 ◽  
Author(s):  
Michael Solis ◽  
Colleen K. Reutebuch ◽  
Terry Falcomata ◽  
Paul K. Steinle ◽  
Veronica L. Miller ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Main Idea ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
School Students ◽  
School Based ◽  
Validity Measures ◽  
Students With Autism

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection.

Effective Peer-Mediated Strategies for Improving the Conversational Skills of Adolescents With Autism

2016 ◽  
Vol 1 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Linda M. Bambara ◽  
Jacquelyn Chovanes ◽  
Amanda Thomas ◽  
Christine L. Cole
Keyword(s):  
High School ◽  
High School Students ◽  
Autism Spectrum ◽  
Research Strategies ◽  
School Students ◽  
Training Outcomes ◽  
Social Communication Skills ◽  
Conversational Skills ◽  
Adolescents With Autism ◽  
Students With Autism

Deficits in social-communication skills can leave high school students with autism spectrum disorders (ASD) socially marginalized where conversation is the primary medium for social interaction. Interventions are needed to improve conversational skills and facilitate interactions with peers while students with ASD are still in school, yet few research-based strategies exist for high school settings. In this article, we describe three peer-mediated conversational strategies documented to be effective through our research: strategies to (a) support overall conversational engagement, (b) increase initiations to start conversations, and (c) increase follow-up questions to sustain conversations. The peer-mediated strategies are combined with teaching students with ASD to use visual supports to strengthen intervention effectiveness. We highlight methods for peer training, outcomes of our research, and implications for speech-language pathologists (SLPs).

scholarly journals Obstacles to Success of Students with Autism Spectrum Disorder in General Education Settings

2020 ◽  
Vol 8 (11) ◽  
pp. 22
Author(s):  
Glennda K. McKeithan ◽  
Douglas Cullinan ◽  
Malinda L. Pennington ◽  
David S. Conroy
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Elementary School ◽  
General Education ◽  
Service Providers ◽  
Autism Spectrum ◽  
School Level ◽  
School Teachers ◽  
Grade Levels ◽  
Students With Autism

The purpose of this study was to survey teacher opinions of 14 potential obstacles to teaching in general education classes attended by students with autism spectrum disorder (ASD). The anonymous participant responses were received from 16 elementary school teachers, 60 middle school teachers, and 131 high school teachers. Participants completed a questionnaire in which they rated 14 items. Rating data were uploaded to STATA data analysis software. The Kruskal-Wallis (K-W) statistic was used to analyze and interpret the data. Results identified items that significantly discriminated among teachers of the three grade levels and show a difference in the perceptions of teachers at different grade levels for some obstacles. Teachers at the elementary school level generally perceived greater obstacles than teachers at the middle school level, who perceived greater obstacles than those at the high school level. The results can be considered by educators and service providers when identifying professional development topics and resources to assist educators and service providers in the provision of instruction to maximize the potential for academic and social success for students with ASD in general education settings.

Practical Solutions for Executive Function Challenges Created by the Unique Learning Styles of Students with Autism Spectrum Disorder (ASD)

2014 ◽  
Vol 15 (4) ◽  
pp. 141-150 ◽  
Author(s):  
Catherine Zenko
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Learning Styles ◽  
Cognitive Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
High Tech ◽  
School Based ◽  
Academic Supports ◽  
Students With Autism

Effective executive functioning skills are essential for students to thrive in an academic setting. Students with autism spectrum disorder (ASD) have documented weaknesses in executive function, making school a challenge. Armed with the knowledge of what ASD is, how it affects learning, and what social and cognitive skills are required in a classroom setting, school-based SLPs play a key role in creating academic supports for students on the spectrum to be successful. Incorporating both low- and high-tech accommodations and supports that focus on the executive function deficits can help students with ASD reach their academic potential.

scholarly journals Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study

2021 ◽  
pp. 108835762110304
Author(s):  
Amy Hodges ◽  
Reinie Cordier ◽  
Annette Joosten ◽  
Helen Bourke-Taylor
Keyword(s):  
Elementary Students ◽  
Delphi Study ◽  
Later Life ◽  
Autism Spectrum ◽  
Expert Consensus ◽  
Evidence Based ◽  
School Based Intervention ◽  
School Based ◽  
School Participation ◽  
Students With Autism

School participation and connectedness have significant implications on student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD.

Exploring Associations Between Inner-Context Factors and Implementation Outcomes

2019 ◽  
Vol 86 (2) ◽  
pp. 155-173 ◽  
Author(s):  
Jessica Suhrheinrich ◽  
Sarah R. Rieth ◽  
Kelsey S. Dickson ◽  
Aubyn C. Stahmer
Keyword(s):  
Organizational Factors ◽  
Autism Spectrum ◽  
Ease Of Use ◽  
Implementation Climate ◽  
Training Outcomes ◽  
Implementation Outcomes ◽  
Context Factors ◽  
Training Quality ◽  
Students With Autism ◽  
The Impact

Classroom pivotal response teaching (CPRT) is an evidence-based practice (EBP) adapted for classroom use. A recent effectiveness trial of CPRT involved training 98 special education classrooms in Southern California. The Exploration, Planning, Implementation, and Sustainment (EPIS) conceptual framework illustrates the impact of inner- and outer-context factors on implementation outcomes. This article evaluates how teacher factors (including attitudes toward EBP) and organizational factors (implementation climate and district support) influence training outcomes (fidelity of intervention, report of use, sustainment, and satisfaction). Teachers’ ratings of training quality were related to higher fidelity during their follow-up year, β = .34, t(78) = 2.97, p < .004, and rating of intervention ease of use was related to higher daily CPRT use. Teacher ratings on the appeal scale of the attitudes measure were associated with individual sustainment, β = .35, t(55) = 2.76, p < .01. Leader involvement at recruitment meetings, β = .35, t(48) = 2.58, p = .01, and provision of CPRT training space, β = .44, t(48) = 2.73, p < .01, were significantly related to school sustainment. Teachers’ overall attitudes toward the intervention were significantly related to satisfaction with CPRT training, β = .41, t(80) = 3.96, p < .01. This study makes important preliminary contributions to understanding the impact of inner-context implementation determinants of a classroom-based EBP for students with autism spectrum disorder.

The Use of Computer-Based Technologies to Increase the Academic, Behavioral, and Social Outcomes of Students with Autism Spectrum Disorders in Schools

2016 ◽  
pp. 887-904
Author(s):  
Frank J. Sansosti ◽  
Mary Lynn Mizenko ◽  
Allison Krupko
Keyword(s):  
General Education ◽  
Autism Spectrum ◽  
Social Outcomes ◽  
Great Promise ◽  
Computer Assisted ◽  
School Based ◽  
Computer Based ◽  
Students With Autism ◽  
Method Of Instruction ◽  
Assisted Instruction

In recent years, the number of students with Autism Spectrum Disorder (ASD) in both special and general education classrooms has increased substantially. As such, there may be no greater challenge facing educators than planning for the education of this growing population. One method of instruction that appears to hold great promise for educating these students is the use of computer-based technologies. The purpose of this chapter is to: (a) provide a brief overview of the contemporary research regarding the use of computer-assisted instruction and mobile devices for improving the academic, behavior, and social outcomes of students with ASD within school-based contexts and (b) to provide educators with strategies for collecting data to promote accountability. Taken together, the intent is to call attention to the evidence that supports the use of computer-based technologies for students with ASD in schools, raise awareness of those strategies that appear to be the most effective for such students, and assist service providers in providing defensible education.

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