title: Implementation challenges in translating pivotal response training into community settings.
abstract: Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings.
authors.affiliation: Child and Adolescent Services Research Center, Rady Children's Hospital San Diego, 3020 Children's Way, MC 5033, San Diego, CA, 92123, USA, jsuhrheinrich@casrc.org.
authors.forename: Jessica
authors.initials: J
authors.lastname: Suhrheinrich
authors.forename: Aubyn C
authors.initials: AC
authors.lastname: Stahmer
authors.forename: Sarah
authors.initials: S
authors.lastname: Reed
authors.forename: Laura
authors.initials: L
authors.lastname: Schreibman
authors.forename: Erica
authors.initials: E
authors.lastname: Reisinger
authors.forename: David
authors.initials: D
authors.lastname: Mandell
mesh_terms: D001321:Autistic Disorder / Q000628:therapy*; D002648:Child; D018479:Early Intervention, Educational; D004519:Education, Special / Q000379:methods*; D055317:Evidence-Based Practice / Q000193:education*; D005178:Faculty; D006801:Humans; D017145:Models, Educational; D012574:Schools