Date

2013

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

A multiple baseline design was utilized to determine the effectiveness of peer mediated Pivotal Response Training strategies on the social behaviors of students with a diagnosis of autism. Peer participants, who did not have an autism diagnosis, were selected from a Special Day Class setting and exhibited pro-social behaviors. These peers were trained in providing PRT by the researcher and then asked to implement these strategies in one-on-one play sessions with a peer with autism. The social behaviors targeted for increase among the students with autism consisted of appropriate verbal initiations and appropriate verbal responding. Results demonstrated an increase in appropriate verbal responding but not initiations. Further conclusions suggest peer mediated PRT as a possible effective strategy for increasing pro-social repertoires in students with autism. This study revealed considerations for conducting further investigations on the use of peer mediated PRT for students with social skill deficits with and without autism.

Comments

Thesis (M.A.) Teacher Education Department

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