Pivotal Response Teaching
The underlying focus of Pivotal Response Teaching is that there are some skills that are critical, or pivotal, for function in other areas. By focusing intervention on these pivotal skills, the effects of the intervention can more easily spread to other skill areas (Hallahan, Kauffman, & Pullen, 2015). The idea of PRT derives from Applied Behavioral Strategies (ABA). After a lot of research, it has been found that are several skills students and people on the autism spectrum disorder struggle with. These pivotal skills include motivation, self-management, social initiations, and responding to multiple cues.
The University of California - Santa Barbara gives a list of motivational strategies to include throughout the intervention (2014). These include the following:
There are several other ways in which Pivotal Response Teaching monitors and encourages motivation for ASD students. An emphasis is placed on rewards of the child's own choosing. Another strategy is using materials of the child's preference. Essentially, the child plays a crucial role in determining the activities and objects that will be used in the PRT exchange (The Regents of the University of California, 2014).
The University of California - Santa Barbara gives a list of motivational strategies to include throughout the intervention (2014). These include the following:
- child choice
- task variation
- interspersing maintenance tasks
- rewarding attempts
- use of direct and natural reinforcers
There are several other ways in which Pivotal Response Teaching monitors and encourages motivation for ASD students. An emphasis is placed on rewards of the child's own choosing. Another strategy is using materials of the child's preference. Essentially, the child plays a crucial role in determining the activities and objects that will be used in the PRT exchange (The Regents of the University of California, 2014).
How can this strategy by specifically used in content areas?
Pivotal Response Teaching is mainly a behavior management strategy, but can be directed to help in various content areas. Math normally involves many manipulatives, and as stated above, giving children choice of materials is one of the key motivators. If a student with ASD prefers to use base ten blocks and sticks rather then chip counters when learning to add, then allow the student the choice or opportunity. This can also hold true in upper elementary grades when discussing strategies for solving problems. A student may prefer to use a different solving method then the method the teacher is trying to teach all students.
Another content area PRT can be effective in is science. Science many times involves experiments with hands-on materials. There are also a lot of steps involved in the scientific process. On top of that, a lot of Science includes small groups working together. Everything listed above can be difficult for students with ASD, which is why the PRT approach can be so effective. Students need to be able to initiated social interaction for working in small groups, self-management to stay on task and follow each step of the process, and rewards for students for their work.
Lastly, PRT is a strategy that can also be used in literacy. There are several strategies and materials can be used in reading instruction. One of these materials is graphic organizers. There is an unlimited amount of graphic organizers to help with comprehension in reading. Students with ASD may have a preference of what graphic organizer works best for them. This will require a lot of trial and error to find one or several they prefer. Students with ASD may also need reward and motivation for reading and practicing literacy skills.
Pivotal Response Teaching is mainly a behavior management strategy, but can be directed to help in various content areas. Math normally involves many manipulatives, and as stated above, giving children choice of materials is one of the key motivators. If a student with ASD prefers to use base ten blocks and sticks rather then chip counters when learning to add, then allow the student the choice or opportunity. This can also hold true in upper elementary grades when discussing strategies for solving problems. A student may prefer to use a different solving method then the method the teacher is trying to teach all students.
Another content area PRT can be effective in is science. Science many times involves experiments with hands-on materials. There are also a lot of steps involved in the scientific process. On top of that, a lot of Science includes small groups working together. Everything listed above can be difficult for students with ASD, which is why the PRT approach can be so effective. Students need to be able to initiated social interaction for working in small groups, self-management to stay on task and follow each step of the process, and rewards for students for their work.
Lastly, PRT is a strategy that can also be used in literacy. There are several strategies and materials can be used in reading instruction. One of these materials is graphic organizers. There is an unlimited amount of graphic organizers to help with comprehension in reading. Students with ASD may have a preference of what graphic organizer works best for them. This will require a lot of trial and error to find one or several they prefer. Students with ASD may also need reward and motivation for reading and practicing literacy skills.