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Implementing Pivotal Response Treatment to Teach Question Asking to High School Students with Autism Spectrum Disorder.

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Title: Implementing Pivotal Response Treatment to Teach Question Asking to High School Students with Autism Spectrum Disorder.
Authors: Kowitt, Jennifer S., Madaus, Joseph, Simonsen, Brandi, Freeman, Jennifer, Lombardi, Allison, Ventola, Pamela
Source: Journal of Autism & Developmental Disorders. Sep2025, Vol. 55 Issue 9, p3065-3077. 13p.
Subjects: Treatment of autism, High schools, Human services programs, Research funding, Psychology of high school students, Evaluation of human services programs, Clinical trials, Students with disabilities, Descriptive statistics, Experimental design, Sound recordings, Asperger's syndrome, Communication education, Comparative studies, Data analysis software, Psychosocial factors, Behavior therapy, Social skills education, Video recording, Adolescence, Adults
Geographic Terms: United States
Abstract: The purpose of this study was to test the use of Pivotal Response Treatment (PRT) in the secondary school setting. There were two main goals: (a) to evaluate secondary education providers' ability to implement PRT with fidelity following a PRT training program; and (b) to evaluate the effects of school-implemented PRT on the social communication skills of adolescents and young adults with ASD, specifically, question-asking behavior. This concurrent multiple baseline design study across dyads investigated the use of PRT in the secondary school setting with adolescents with ASD. Specifically, it examined the impact of PRT on question-asking behavior. Education providers (n = 3) were trained to implement PRT with a secondary student with ASD. All education providers improved in their ability to use PRT strategies, though struggled with fidelity. Two students exhibited clear effects with noteworthy improvement in their use of targeted question initiations. For targeted question initiations, the weighted value for the Tau-U phase contrast between aggregated baseline and intervention phases was 0.80 and statistically significant (p <.0001). PRT is a promising approach to increasing question-asking behavior in secondary students with ASD when implemented by a trained education provider. Continued research should be a matter of priority in order to expand social skills instruction for adolescents with ASD with the hope of ultimately making a positive difference in adult outcomes. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The purpose of this study was to test the use of Pivotal Response Treatment (PRT) in the secondary school setting. There were two main goals: (a) to evaluate secondary education providers&#39; ability to implement PRT with fidelity following a PRT training program; and (b) to evaluate the effects of school-implemented PRT on the social communication skills of adolescents and young adults with ASD, specifically, question-asking behavior. This concurrent multiple baseline design study across dyads investigated the use of PRT in the secondary school setting with adolescents with ASD. Specifically, it examined the impact of PRT on question-asking behavior. Education providers (n = 3) were trained to implement PRT with a secondary student with ASD. All education providers improved in their ability to use PRT strategies, though struggled with fidelity. Two students exhibited clear effects with noteworthy improvement in their use of targeted question initiations. For targeted question initiations, the weighted value for the Tau-U phase contrast between aggregated baseline and intervention phases was 0.80 and statistically significant (p &lt;.0001). PRT is a promising approach to increasing question-asking behavior in secondary students with ASD when implemented by a trained education provider. Continued research should be a matter of priority in order to expand social skills instruction for adolescents with ASD with the hope of ultimately making a positive difference in adult outcomes. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Journal of Autism &amp; Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10803-024-06405-3
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 3065
    Subjects:
      – SubjectFull: Treatment of autism
        Type: general
      – SubjectFull: High schools
        Type: general
      – SubjectFull: Human services programs
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Psychology of high school students
        Type: general
      – SubjectFull: Evaluation of human services programs
        Type: general
      – SubjectFull: Clinical trials
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Experimental design
        Type: general
      – SubjectFull: Sound recordings
        Type: general
      – SubjectFull: Asperger's syndrome
        Type: general
      – SubjectFull: Communication education
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Data analysis software
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      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Behavior therapy
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      – SubjectFull: United States
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      – TitleFull: Implementing Pivotal Response Treatment to Teach Question Asking to High School Students with Autism Spectrum Disorder.
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            – D: 01
              M: 09
              Text: Sep2025
              Type: published
              Y: 2025
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