title: A sustainable model for training teachers to use pivotal response training.
abstract: The increase in the rate of autism diagnoses has created a growing demand for teachers who are trained to use effective interventions. The train-the-trainer model, which involves training supervisors to train others, may be ideal for providing cost-effective training and ongoing support to teachers. Although research supports interventions, such as pivotal response training, as evidence-based, dissemination to school environments has been problematic. This study assessed the benefits of using the train-the-trainer model to disseminate pivotal response training to school settings. A multiple-baseline design was conducted across three training groups, each consisting of one school staff member (trainer), three special education teachers, and six students. Trainers conducted the teacher-training workshop with high adherence to training protocol and met mastery criteria in their ability to implement pivotal response training, assess implementation of pivotal response training, and provide feedback to teachers. Six of the nine teachers mastered all components of pivotal response training. The remaining three teachers implemented 89% of the pivotal response training components correctly. The majority of trainers and teachers maintained their abilities at follow-up. These results support the use of the train-the-trainer model as an effective method of disseminating evidence-based practices in school settings.
authors.affiliation: University of California, San Diego, USA jsuhrheinrich@ucsd.edu.
authors.forename: Jessica
authors.initials: J
authors.lastname: Suhrheinrich
mesh_terms: D000328:Adult; D001321:Autistic Disorder / Q000534:rehabilitation*; D002648:Child; D002675:Child, Preschool; D004519:Education, Special / Q000379:methods*; D055317:Evidence-Based Practice; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D017145:Models, Educational; D015397:Program Evaluation
keywords: autism spectrum disorder; education services; professional development