Research Article
What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use
Table 2
Summary of recommended adaptations based on teachers’ perspectives and quality of classroom implementation.
| PRT component/area | Teacher judgments |
Possible adaptation | Importance | Ease of implementation |
| Gains attention | High | Med | No adaptation necessary; manual to include strategies for maintaining attention |
| Clear opportunity/instruction | High | High | No adaptation necessary |
| Maintenance tasks | High | Low | No adaptation necessary; Training resources and method for identification needed |
| Child choice (shared control) | High | Med | No adaptation necessary; resources for addressing varied goals with students’ chosen items across settings/activities |
| Turn taking (shared control) | Low | Low | Additional research needed |
| Multiple cues | Low | Low | Additional research needed |
| Contingent consequence | High | Med | No adaptation necessary; additional resources and training needed as step is backed by extensive research |
| Direct reinforcement | High | Low | Additional research needed |
| Reinforcement of attempts | High | High | No adaptation necessary |
| Training | High | Low | Training materials needed |
| Resources | High | N/A | Parent resources needed |
| Resources | High | N/A | Data collection resources needed |
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