Affordable Access

Access to the full text

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

Authors
  • Verschuur, Rianne1, 2, 3
  • Huskens, Bibi2
  • Verhoeven, Ludo1
  • Didden, Robert1
  • 1 Radboud University, Behavioural Science Institute, Montessorilaan 3, Nijmegen, 6525 HR, The Netherlands , Nijmegen (Netherlands)
  • 2 Dr. Leo Kannerhuis, Department of Research, Development & Innovation, Houtsniplaan 1, Doorwerth, 6568 ZH, The Netherlands , Doorwerth (Netherlands)
  • 3 Radboud University, Behavioural Science Institute, Nijmegen, 6500 HE, The Netherlands , Nijmegen (Netherlands)
Type
Published Article
Journal
Journal of Autism and Developmental Disorders
Publisher
Springer-Verlag
Publication Date
Nov 25, 2016
Volume
47
Issue
2
Pages
490–505
Identifiers
DOI: 10.1007/s10803-016-2966-3
Source
Springer Nature
Keywords
License
Green

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.

Report this publication

Statistics

Seen <100 times