Training teachers to implement Classroom Pivotal Response Teaching with students with autism: effectiveness on teacher's and children's skills.

Until now, only a few studies investigated the implementation of Pivotal Response Treatment (i.e., Classroom Pivotal Response Teaching) in a school setting (Robinson, 2011; Stahmer et al., 2015; Suhrheinrich, 2007; Suhrheinrich, 2011; Suhrheinrich, 2015) and evidence for improved child outcomes is limited (Koegel, Singh & Koegel, 2010; Robinson, 2010). Therefore, purpose of the present study is (1) to investigate the effectiveness of teacher training in Classroom Pivotal Response Teaching (CPRT) on teacher-created opportunities, (2) to investigate the effectiveness of CPRT on children's communication skills and maladaptive behaviours, and (3) to investigate the maintenance of these skills over a three-month period. A concurrent multiple baseline design is used to investigate the effectiveness of a CPRT-training for teachers. Participants are 6 teachers and 6 children with ASD. Teachers participate in training in CPRT, consisting of 3 2-hour duo training sessions and 2-6 30-minute individual coaching sessions. Coaching sessions continue until teachers demonstrated fidelity of implementation in two consecutive sessions with a maximum of 6 sessions. Training components include instruction, video modelling, practice (e.g. worksheets, role-plays and CPRT-sessions in the classroom) and video-feedback. Data are collected using video-recordings (learning opportunities, communication skills and maladaptive behaviours) and teacher ratings (maladaptive behaviours). Data-analysis includes visual analysis and statistical analyses (e.g., Taunovlap or Tau-U).

The purpose of this study is:

1. To investigate the effectiveness of teacher training in Classroom Pivotal Response Teaching (CPRT) on teacher-created opportunities

2. To investigate the effectiveness of CPRT on children's communication skills and maladaptive behaviours.

3. To investigate the maintenance of these skills over a three-month period.

After examination of the inclusion criteria (using SRS, standardised IQ tests, and pre-baseline observations of communication skills and maladaptive behaviours), the outcome measures are administered at the following time points:

1. Baseline (3-6 weeks):

• 6/9/12 10-minute baseline sessions, during which the teacher gives instruction in reading, spelling or mathematics to a small group of students(N ≤ 5), including the student that participates in the study. These sessions are videotaped.

• 6/9/12 teacher ratings of maladaptive child behaviour



2. Intervention (8-12 weeks):

• 10-minute sessions, during which the teacher gives instruction in reading, spelling or mathematics to a small group of students (N ≤ 5), including the student that participates in the study, and during which the teacher practices the CPRT-components. One or two sessions per week are videotaped

• 2 teacher ratings of maladaptive child behaviour per week



3. Post-intervention (3 weeks)

• 6 10-minute post-intervention sessions, during which the teacher gives instruction in reading, spelling or mathematics to a small group of students (N ≤ 5), including the student that participates in the study, and during which the teacher implements the CPRT-components. These sessions are videotaped.

• 6 teacher ratings of maladaptive child behaviour



4. Follow-up (2 weeks, 3 months after post-intervention)

• 4 10-minute follow-up sessions, during which the teacher gives instruction in reading, spelling or mathematics to a small group of students (N ≤ 5), including the student that participates in the study, and during which the teacher implements the CPRT-components. These sessions are videotaped.

• 4 teacher ratings of maladaptive child behaviour

CPRT-training for teachers: 3 2-hour duo training sessions and 2-6 30-minute individual coaching sessions. Coaching sessions continue until a teacher has demonstrated fidelity of implementation in two consecutive sessions with a maximum of 6 sessions. Training components include instruction, video modelling, practice (e.g. worksheets, role-plays and CPRT-sessions in the classroom) and video-feedback.