M.A. Special Education
Interdisciplinary and Inclusive Education
College of Education
Kuder, Sydney J.
Children with autism spectrum disorders; Preschool children; Social skills--Study and teaching
Special Education and Teaching
The purpose of this study was to: (a) examine the effectiveness of using PRT as a peer-mediated strategy, (b) examine the effectiveness of using PRT to increase social interactions (play initiation and turn taking) for students with Autism Spectrum Disorder (ASD) and (c) evaluate typical peer satisfaction and perception of this intervention. Eight kindergarten students participated in this study, four students classified as having ASD or Communication Disorders, and four typical peers. A single subject multiple baseline across participants design was used, and maintenance data was collected. During the baseline, the frequency of taking turns and initiating play were observed and recorded for students with ASD and communication Disorders. During the intervention, typical peers acted as peer mediators in order to help the students increase skills. Results reveal that all students increased initiation and turn taking skills during intervention. Maintenance data shows that several participants maintained the skills post intervention. Moreover, typical peers showed satisfaction with study participation. Further research is suggested for investigating PRT with preschool children of varying functional levels.
Friedrich, Alyssa Erin, "Effectiveness of Pivotal Response Training as a peer-mediated strategy to increase social interactions for students with autism spectrum disorder and communication disorders" (2016). Theses and Dissertations. 2326.