Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment

Rianne Verschuur,Ludo Verhoeven,Robert Didden,Bibi Huskens

doi:10.1007/s10803-016-2966-3

Rianne Verschuur, Ludo Verhoeven + Show 2 more

Open Access

https://doi.org/10.1007/s10803-016-2966-3

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Abstract

Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children’s language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed.

Highlights

Autism spectrum disorder (ASD) is characterized by restricted, repetitive, and stereotyped behaviors and impairments in social communication and social interaction, (American Psychiatric Association 2013), including deficits in self-initiations and question-asking
The median number of opportunities increased for all staff members and ranged from 2 to 9
Statistical analysis indicated that the increase in the number of opportunities was significant for 11 staff members

Summary

Introduction

Autism spectrum disorder (ASD) is characterized by restricted, repetitive, and stereotyped behaviors and impairments in social communication and social interaction, (American Psychiatric Association 2013), including deficits in self-initiations and question-asking. Compared with typically developing children, children with ASD ask fewer questions and their questions serve fewer functions (Hauck et al 1995; Stone and Caro-Martinez 1990; Stone et al 1997; Wetherby and Prutting 1984). This results in reduced opportunities for learning a variety of skills as they elicit fewer teaching interactions from their environment (Koegel et al 2003; McDuff et al 2001). For these and other reasons, it is important to teach children with ASD to initiate questions

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