Dissertation/Thesis Abstract

Pivotal response treatment as a tool to increase social interactions among children with autism
by Jensen, Danicka R., M.S., California State University, Long Beach, 2016, 62; 10195940
Abstract (Summary)

The purpose of this research was to determine if implementation of Pivotal Response Treatment (PRT) is effective in improving the social skills of children with autism. Data was collected in the context of an alternating treatment design across three children who had deficits in social skills; specifically, in initiating play, taking turns, and sustaining length of engagement. The intervention included using preferred stimuli, child choice, task variation, reinforcing attempts, natural environment, and natural reinforcers. Results of the study indicated that all three children increased their number of turns taken and length of engagement during intervention. The effects of PRT are discussed in relation to existing research.

Indexing (document details)
Advisor: Richards-Tutor, Cara
Commitee: Hansuvadha, Nat, Leonard-Giesen, Susan
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 56/02M(E), Masters Abstracts International
Subjects: Special education
Keywords: Autism spectrum disorder, Initiations, Length of engagement, Motivation, Pivotal response treatment, Turns taken
Publication Number: 10195940
ISBN: 978-1-369-33928-4
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