标题：THE DIFFERENTIAL EFFECTS OF PIVOTAL RESPONSE TRAINING AND DIRECT INSTRUCTION ON COMPLIANCE AND SELF-INITIATIONS FOR TWO MALE PRESCHOOL STUDENTS DIAGNOSED WITH AUTISM SPECTRUM DISORDER
期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2012
卷号：1
期号：2
出版社：Brahmaputra Publishing House
摘要：The purpose of this study was to examine the effects of using Pivotal Response Training (PRT)and Direct Instruction (DI) on the social skills of two preschool students diagnosed with autismspectrum disorder (ASD). This combination of interventions allowed for both participants toincrease social skills using the fourth pivotal skill in the PRT intervention, increasing selfinitiations.The study was conducted in a self-contained special education preschool classroom ina public school located in the Pacific Northwest. The results showed an increase of independentself-initiations between the two participants after PRT and the model-lead-test techniques ofDirect Instruction were combined. This report suggests that PRT and DI method were effectiveand applicable for teaching two preschool children with autism to increase social interaction.
关键词：social skills; self initiation; independence; pivotal response training; compliance; non;compliance; preschool students with autism; action research; model; lead; and test; Direct;Instruction.
