1. Stimulus Control Multiple Peer Use of Pivotal Response Training to Increase Social Behaviors of Classmates with Autism: Results from Trained and Untrained Peers By Karen Pierce and Laura Schreibman Jodi Anne Tofel Caldwell College PS 620 Jodi Anne Tofel Caldwell College PS 620

2. Definitions / Pivotal Response Training- procedures made to help “increase motivation, and promote generalization” using naturalistic and loose training techniques / Establishing operations- taking stimuli and increase the reinforcing value of that stimuli / Didactic Instruction- instruction between 2 individuals / Pivotal Response Training- procedures made to help “increase motivation, and promote generalization” using naturalistic and loose training techniques / Establishing operations- taking stimuli and increase the reinforcing value of that stimuli / Didactic Instruction- instruction between 2 individuals

3. Introduction / Social skills is a main concern with persons with autism. / Extended inclusion increases opportunity but does not show an increase in interactions / Programs teach social skills but skills are hard to generalize and maintain / Social skills is a main concern with persons with autism. / Extended inclusion increases opportunity but does not show an increase in interactions / Programs teach social skills but skills are hard to generalize and maintain

4. Methods Participants / 2 boys with autism / Derek age 7 Non verbal IQ = 76 / Stan age 8 Non verbal IQ = 50 / Language for both boys was typically used for requesting / 2 boys with autism / Derek age 7 Non verbal IQ = 76 / Stan age 8 Non verbal IQ = 50 / Language for both boys was typically used for requesting / 8 typical peers / Trained 3 for Derek D P1-3 3 for Stan S P1-3 / Untrained 1 for Derek (D P4) 1 for Stan (S P4)

5. Methods Setting / During recess / Trained setting Derek in a classroom Stan in a recreation room / Generalization setting Another classroom with most of the students out / Trained toys 20 toys / Generalization toys 20 toys / During recess / Trained setting Derek in a classroom Stan in a recreation room / Generalization setting Another classroom with most of the students out / Trained toys 20 toys / Generalization toys 20 toys

6. Dependent Variable / Measured during 10 minute play sessions during the baseline, training, post treatment, and in follow up / Scores were taken on a continuous 10s interval / Measured during 10 minute play sessions during the baseline, training, post treatment, and in follow up / Scores were taken on a continuous 10s interval

7. Dependent Variable Continued / Behaviors / Maintain interactions- verbal and non verbal as a response to the peer / Initiate conversation- this is not a direct response to a question of the peer or it occurs 5 secs after a preceding verbalization / Initiates play- verbal or non verbal initiation of a novel game or situation with a toy / Generalized behavior / Same scoring with, novel stimuli, untrained peer, and new setting / Behaviors / Maintain interactions- verbal and non verbal as a response to the peer / Initiate conversation- this is not a direct response to a question of the peer or it occurs 5 secs after a preceding verbalization / Initiates play- verbal or non verbal initiation of a novel game or situation with a toy / Generalized behavior / Same scoring with, novel stimuli, untrained peer, and new setting

8. IOA / 33 % of all sessions / Maintain interactions Occurrence 96% Nonoccurrences 98% / Initiates (play and conversation) Occurrences 86% Nonoccurences 97% / 33 % of all sessions / Maintain interactions Occurrence 96% Nonoccurrences 98% / Initiates (play and conversation) Occurrences 86% Nonoccurences 97%

9. Design / Multiple baseline across peers / Baseline / Training in PRT / Post treatment / Follow-up / Multiple baseline across peers / Baseline / Training in PRT / Post treatment / Follow-up

10. What did the researchers do? / What did the researcher do? / Mentioned PRT, didactic instruction, modeling, role play, and feedback in the abstract / This article didn’t go into detail / What did the researcher do? / Mentioned PRT, didactic instruction, modeling, role play, and feedback in the abstract / This article didn’t go into detail

11. What did the researchers do in 1995? / Baseline- the dyad were placed in a room with toys in the middle and the 2 children were told to “play together” / Peer PRT training- peers were given a manual of strategies to help the participants / Baseline- the dyad were placed in a room with toys in the middle and the 2 children were told to “play together” / Peer PRT training- peers were given a manual of strategies to help the participants

12. Strategies / Pay attention- making sure the “friend” is paying attention before helping or talking to them / Child’ choice- change up play to keep up motivation / Vary toys- look for “friend’s” preferences / Model appropriate social behavior- include statements in play as well as actions / Reinforce attempts- verbally tell the “friend” they are trying or doing something well / Pay attention- making sure the “friend” is paying attention before helping or talking to them / Child’ choice- change up play to keep up motivation / Vary toys- look for “friend’s” preferences / Model appropriate social behavior- include statements in play as well as actions / Reinforce attempts- verbally tell the “friend” they are trying or doing something well

13. Strategies continued / Encourage conversation- hold back objects or actions until the “friend” emits a response / Extend conversation- ask questions / Turn taking- turn taking to promote sharing, model play, and add motivation / Narrate play- talk about play actions / Teach responsivity to multiple cues- talk about and require talk about properties of play objects / Encourage conversation- hold back objects or actions until the “friend” emits a response / Extend conversation- ask questions / Turn taking- turn taking to promote sharing, model play, and add motivation / Narrate play- talk about play actions / Teach responsivity to multiple cues- talk about and require talk about properties of play objects

14. What did the researchers do in 1995? continued / Strategies were modeled and explained / Trained peers were asked to talk about strategies and role play them / Trained peers were paired with a participant, and received feedback during play (PRT training) / PRT sessions with no feedback (post treatment) / Generalization probes during baseline, posttreatmet, and follow ups / Strategies were modeled and explained / Trained peers were asked to talk about strategies and role play them / Trained peers were paired with a participant, and received feedback during play (PRT training) / PRT sessions with no feedback (post treatment) / Generalization probes during baseline, posttreatmet, and follow ups

15. What did the researchers find? / Increase in maintaining interactions Variable in baseline to reaching 100% / Increase in initiations (play and conversation) / Both participants showed generalization to 1 peer (Stan) or 2 peers (Derek) Derek Baseline 7% to Posttreatment 19% Stan Baseline 4% to Posttreatment 16% / Increase in maintaining interactions Variable in baseline to reaching 100% / Increase in initiations (play and conversation) / Both participants showed generalization to 1 peer (Stan) or 2 peers (Derek) Derek Baseline 7% to Posttreatment 19% Stan Baseline 4% to Posttreatment 16%

18. Stokes & Osnes 1998 / 3 Categories of Generalization / Exploit current functional contingencies No artificial manipulation, instead natural contingencies / Train diversely Less rigid training “focused training frequently has focused effects.” and vice versa / Incorporate functional mediators Something that helps trained occurences become generalized / 3 Categories of Generalization / Exploit current functional contingencies No artificial manipulation, instead natural contingencies / Train diversely Less rigid training “focused training frequently has focused effects.” and vice versa / Incorporate functional mediators Something that helps trained occurences become generalized

19. Does Pierce and Schreibman do this? / In 1995 there were limitation because they used only 1 peer trainer

20. Does Pierce and Schreibman do this? / In 1997 did they “exploit current functional contiengencies?” / Used desired and familiar toys / Used peers (approximately the same age) / But where do children play the majority of recesses in a school setting? / What types of toys/equipment are used in these places? / In 1997 did they “exploit current functional contiengencies?” / Used desired and familiar toys / Used peers (approximately the same age) / But where do children play the majority of recesses in a school setting? / What types of toys/equipment are used in these places?

21. Does Pierce and Schreibman do this? / In 1997 did they “train diversely?” / They had 3 trained peers and another peer for generalization / The design limited their ability to change up peers / They had 40 toys available for training and generalization / There were no specific discriminative stimuli or responses being taught / In 1997 did they “train diversely?” / They had 3 trained peers and another peer for generalization / The design limited their ability to change up peers / They had 40 toys available for training and generalization / There were no specific discriminative stimuli or responses being taught

22. Does Pierce and Schreibman do this? / In 1997 did they “incorporate functional mediators?” / They used toys familiar to participants and peers / They used peers of about the same age, and size as who may be available during a recess time / But again how often is indoor play for a 7 and 8 year old? / Did the toys include outdoor type toys? / Did they help with self thinking of the participants? / In 1997 did they “incorporate functional mediators?” / They used toys familiar to participants and peers / They used peers of about the same age, and size as who may be available during a recess time / But again how often is indoor play for a 7 and 8 year old? / Did the toys include outdoor type toys? / Did they help with self thinking of the participants?

23. Overall / This type of naturalistic teaching helps with generalization / I find that teachers teaching social skills to younger children sometimes tends to not sound much like children at play. / What do you think? / This type of naturalistic teaching helps with generalization / I find that teachers teaching social skills to younger children sometimes tends to not sound much like children at play. / What do you think?

24. References Pierce, K., & Schreibman, L. (1995). Increasing complex play in children with autism via peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285-295. Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160. Stokes, T. F., & Osnes, P. G. (1989). An operant pursuit of generalization. Behavior Therapy, 20, 337-355. Pierce, K., & Schreibman, L. (1995). Increasing complex play in children with autism via peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285-295. Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160. Stokes, T. F., & Osnes, P. G. (1989). An operant pursuit of generalization. Behavior Therapy, 20, 337-355.