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dc.contributor.advisorStichter, Janine P.eng
dc.contributor.authorRandolph, Jena K.eng
dc.date.issued2009eng
dc.date.submitted2009 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Janine Stichter.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionPh.D. University of Missouri--Columbia 2009.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Special Education.eng
dc.description.abstractThe purpose of this study was to assess the viability of Pivotal Response Training by practitioners within educational contexts. A concurrent multiple baseline design across 4 practitioner-student dyads consisting of phases baseline, training, follow-up and consultative probes was utilized. Data was collected on the practitioners' levels of fidelity of implementation and on the students' social-communication and play behaviors across three educational contexts. The results of the study indicate that once practitioners were trained as intervention agents to implement PRT: 1) there was variability among the practitioners' maintenance of the fidelity of implementation over time, 2) there was variability among the practitioners' generalization of PRT with fidelity across untrained educational contexts and, 3) the use of PRT by the practitioners had a positive effect on the students' social-communication and play behaviors of appropriate engagement, responses, and verbal initiations within naturally occurring educational contexts. Additionally, the results of the study indicate that in spite of the lack of consistent treatment fidelity at the rate of 80% as proposed in previous literature on PRT, the students with ASDs still achieved social-communication and play behavioral benefits across untrained educational contexts. Considerations for interpretation of the current study's specific research questions are presented, and are followed by a discussion of the implications for practice and future research.eng
dc.format.extentix, 154 pageseng
dc.identifier.oclc607568429eng
dc.identifier.urihttps://hdl.handle.net/10355/7024
dc.identifier.urihttps://doi.org/10.32469/10355/7024eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartof2009 Freely available dissertations (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2009 Dissertationseng
dc.subject.lcshProblem children -- Behavior modificationeng
dc.subject.lcshAutism -- Patients -- Rehabilitationeng
dc.subject.lcshSymbolic playeng
dc.subject.lcshSymbolism (Psychology) in childreneng
dc.titleSupporting practitioners' use of pivotal response training within educational contextseng
dc.typeThesiseng
thesis.degree.disciplineSpecial education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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