Pivotal Response Parent Training Program: Generalization Of Clear Language Opportunities To At-Risk Siblings
Christensen, Sara Ann
University of Kansas
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This study examined the effectiveness of training parents as primary interveners through an accelerated parent education program for Pivotal Response Treatments. Specifically this study examined if the parent's change in behavior would impact the child with autism's communication and social skills and in addition whether the parent's change in behavior would generalize to a younger sibling causing positive outcomes for the sibling as well. A single case AB design with a parent, toddler with autism, and younger sibling was implemented to address the research questions. The parent's ability to implement Pivotal Response Treatments to the child with autism, and the number of clear language opportunities provided to both children was measured. The child with autism's increase in response to language opportunities and spontaneous functional words was measured and the sibling's use of spontaneous functional words was also measured. The resulted showed that the parent, after participating in an accelerated parent education program was able to learn to implement Pivotal Response Treatment strategies with fidelity in their typical home setting. Also the parent generalized the strategy of providing clear language opportunities within the home environment to the target child's younger, at risk sibling. The target child with autism showed an increase in verbal responses to clear language opportunities and spontaneous functional words. The sibling, showed an increase in spontaneous functional words. Limitations and implications for future research are presented in the discussion section.
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