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Journal of Applied Behavior Analysis logoLink to Journal of Applied Behavior Analysis
. 1995 Fall;28(3):285–295. doi: 10.1901/jaba.1995.28-285

Increasing complex social behaviors in children with autism: effects of peer-implemented pivotal response training.

K Pierce 1, L Schreibman 1
PMCID: PMC1279826  PMID: 7592145

Abstract

Two children with autism were taught to engage in a variety of complex social behaviors using peer-implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer-preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed.

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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