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Stimulus ControlMultiple Peer Use of Pivotal Response Training to Increase Social Behaviors of
Classmates with Autism: Results from Trained and Untrained PeersBy Karen Pierce and Laura Schreibman
Stimulus ControlMultiple Peer Use of Pivotal Response Training to Increase Social Behaviors of
Classmates with Autism: Results from Trained and Untrained PeersBy Karen Pierce and Laura Schreibman
Jodi Anne TofelCaldwell College
PS 620
Jodi Anne TofelCaldwell College
PS 620
DefinitionsDefinitions Pivotal Response Training- procedures
made to help “increase motivation, and promote generalization” using naturalistic and loose training techniques
Establishing operations- taking stimuli and increase the reinforcing value of that stimuli
Didactic Instruction- instruction between 2 individuals
Pivotal Response Training- procedures made to help “increase motivation, and promote generalization” using naturalistic and loose training techniques
Establishing operations- taking stimuli and increase the reinforcing value of that stimuli
Didactic Instruction- instruction between 2 individuals
IntroductionIntroduction Social skills is a main concern with
persons with autism. Extended inclusion increases
opportunity but does not show an increase in interactions
Programs teach social skills but skills are hard to generalize and maintain
Social skills is a main concern with persons with autism.
Extended inclusion increases opportunity but does not show an increase in interactions
Programs teach social skills but skills are hard to generalize and maintain
MethodsParticipantsMethodsParticipants
2 boys with autism Derek age 7 Non verbal IQ = 76 Stan age 8
Non verbal IQ = 50 Language for both
boys was typically used for requesting
2 boys with autism Derek age 7 Non verbal IQ = 76 Stan age 8
Non verbal IQ = 50 Language for both
boys was typically used for requesting
8 typical peers Trained
3 for DerekD P1-33 for StanS P1-3
Untrained1 for Derek (D P4)1 for Stan (S P4)
8 typical peers Trained
3 for DerekD P1-33 for StanS P1-3
Untrained1 for Derek (D P4)1 for Stan (S P4)
MethodsSetting
MethodsSetting
During recess Trained setting
Derek in a classroomStan in a recreation room
Generalization settingAnother classroom with most of the students out
Trained toys20 toys
Generalization toys20 toys
During recess Trained setting
Derek in a classroomStan in a recreation room
Generalization settingAnother classroom with most of the students out
Trained toys20 toys
Generalization toys20 toys
Dependent VariableDependent Variable
Measured during 10 minute play sessions during the baseline, training, post treatment, and in follow up
Scores were taken on a continuous 10s interval
Measured during 10 minute play sessions during the baseline, training, post treatment, and in follow up
Scores were taken on a continuous 10s interval
Dependent VariableContinued
Dependent VariableContinued
Behaviors Maintain interactions- verbal and non verbal as
a response to the peer Initiate conversation- this is not a direct
response to a question of the peer or it occurs 5 secs after a preceding verbalization
Initiates play- verbal or non verbal initiation of a novel game or situation with a toy
Generalized behavior Same scoring with, novel stimuli, untrained
peer, and new setting
Behaviors Maintain interactions- verbal and non verbal as
a response to the peer Initiate conversation- this is not a direct
response to a question of the peer or it occurs 5 secs after a preceding verbalization
Initiates play- verbal or non verbal initiation of a novel game or situation with a toy
Generalized behavior Same scoring with, novel stimuli, untrained
peer, and new setting
IOAIOA
33 % of all sessions Maintain interactions
Occurrence 96%Nonoccurrences 98%
Initiates (play and conversation)Occurrences 86%Nonoccurences 97%
33 % of all sessions Maintain interactions
Occurrence 96%Nonoccurrences 98%
Initiates (play and conversation)Occurrences 86%Nonoccurences 97%
DesignDesign
Multiple baseline across peers Baseline Training in PRT Post treatment Follow-up
Multiple baseline across peers Baseline Training in PRT Post treatment Follow-up
What did the researchers do?What did the researchers do?
What did the researcher do? Mentioned PRT, didactic
instruction, modeling, role play, and feedback in the abstract
This article didn’t go into detail
What did the researcher do? Mentioned PRT, didactic
instruction, modeling, role play, and feedback in the abstract
This article didn’t go into detail
What did the researchers do in 1995?
What did the researchers do in 1995?
Baseline- the dyad were placed in a room with toys in the middle and the 2 children were told to “play together”
Peer PRT training- peers were given a manual of strategies to help the participants
Baseline- the dyad were placed in a room with toys in the middle and the 2 children were told to “play together”
Peer PRT training- peers were given a manual of strategies to help the participants
StrategiesStrategies Pay attention- making sure the “friend” is
paying attention before helping or talking to them
Child’ choice- change up play to keep up motivation
Vary toys- look for “friend’s” preferences Model appropriate social behavior- include
statements in play as well as actions Reinforce attempts- verbally tell the “friend”
they are trying or doing something well
Pay attention- making sure the “friend” is paying attention before helping or talking to them
Child’ choice- change up play to keep up motivation
Vary toys- look for “friend’s” preferences Model appropriate social behavior- include
statements in play as well as actions Reinforce attempts- verbally tell the “friend”
they are trying or doing something well
Strategiescontinued
Strategiescontinued
Encourage conversation- hold back objects or actions until the “friend” emits a response
Extend conversation- ask questions Turn taking- turn taking to promote sharing,
model play, and add motivation Narrate play- talk about play actions Teach responsivity to multiple cues- talk
about and require talk about properties of play objects
Encourage conversation- hold back objects or actions until the “friend” emits a response
Extend conversation- ask questions Turn taking- turn taking to promote sharing,
model play, and add motivation Narrate play- talk about play actions Teach responsivity to multiple cues- talk
about and require talk about properties of play objects
What did the researchers do in 1995?continued
What did the researchers do in 1995?continued
Strategies were modeled and explained Trained peers were asked to talk about
strategies and role play them Trained peers were paired with a participant,
and received feedback during play (PRT training)
PRT sessions with no feedback (post treatment)
Generalization probes during baseline, posttreatmet, and follow ups
Strategies were modeled and explained Trained peers were asked to talk about
strategies and role play them Trained peers were paired with a participant,
and received feedback during play (PRT training)
PRT sessions with no feedback (post treatment)
Generalization probes during baseline, posttreatmet, and follow ups
What did the researchers find?
What did the researchers find?
Increase in maintaining interactionsVariable in baseline to reaching 100%
Increase in initiations (play and conversation)
Both participants showed generalization to 1 peer (Stan) or 2 peers (Derek)DerekBaseline 7% to Posttreatment 19%Stan Baseline 4% to Posttreatment 16%
Increase in maintaining interactionsVariable in baseline to reaching 100%
Increase in initiations (play and conversation)
Both participants showed generalization to 1 peer (Stan) or 2 peers (Derek)DerekBaseline 7% to Posttreatment 19%Stan Baseline 4% to Posttreatment 16%
Stokes & Osnes1998
Stokes & Osnes1998
3 Categories of Generalization Exploit current functional contingencies
No artificial manipulation, instead natural contingencies
Train diverselyLess rigid training
“focused training frequently has focused effects.” and vice versa
Incorporate functional mediatorsSomething that helps trained occurences become generalized
3 Categories of Generalization Exploit current functional contingencies
No artificial manipulation, instead natural contingencies
Train diverselyLess rigid training
“focused training frequently has focused effects.” and vice versa
Incorporate functional mediatorsSomething that helps trained occurences become generalized
Does Pierce and Schreibmando this?
Does Pierce and Schreibmando this?
In 1995 there were limitation because they used only 1 peer trainer
In 1995 there were limitation because they used only 1 peer trainer
Does Pierce and Schreibmando this?
Does Pierce and Schreibmando this?
In 1997 did they “exploit current functional contiengencies?” Used desired and familiar toys Used peers (approximately the same age) But where do children play the majority of
recesses in a school setting? What types of toys/equipment are used in
these places?
In 1997 did they “exploit current functional contiengencies?” Used desired and familiar toys Used peers (approximately the same age) But where do children play the majority of
recesses in a school setting? What types of toys/equipment are used in
these places?
Does Pierce and Schreibmando this?
Does Pierce and Schreibmando this?
In 1997 did they “train diversely?” They had 3 trained peers and another peer
for generalization The design limited their ability to change up
peers They had 40 toys available for training and
generalization There were no specific discriminative stimuli
or responses being taught
In 1997 did they “train diversely?” They had 3 trained peers and another peer
for generalization The design limited their ability to change up
peers They had 40 toys available for training and
generalization There were no specific discriminative stimuli
or responses being taught
Does Pierce and Schreibmando this?
Does Pierce and Schreibmando this?
In 1997 did they “incorporate functional mediators?” They used toys familiar to participants and peers They used peers of about the same age, and
size as who may be available during a recess time
But again how often is indoor play for a 7 and 8 year old?
Did the toys include outdoor type toys? Did they help with self thinking of the
participants?
In 1997 did they “incorporate functional mediators?” They used toys familiar to participants and peers They used peers of about the same age, and
size as who may be available during a recess time
But again how often is indoor play for a 7 and 8 year old?
Did the toys include outdoor type toys? Did they help with self thinking of the
participants?
OverallOverall
This type of naturalistic teaching helps with generalization
I find that teachers teaching social skills to younger children sometimes tends to not sound much like children at play.
What do you think?
This type of naturalistic teaching helps with generalization
I find that teachers teaching social skills to younger children sometimes tends to not sound much like children at play.
What do you think?
ReferencesReferences
Pierce, K., & Schreibman, L. (1995). Increasing complex play in children with autism via peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285-295.
Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160.
Stokes, T. F., & Osnes, P. G. (1989). An operant pursuit of generalization. Behavior Therapy, 20, 337-355.
Pierce, K., & Schreibman, L. (1995). Increasing complex play in children with autism via peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285-295.
Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160.
Stokes, T. F., & Osnes, P. G. (1989). An operant pursuit of generalization. Behavior Therapy, 20, 337-355.