Using Peer Trainers to Promote Social Behavior in Autism

Abstract

Two children with autism and 8 typical peers participated in a study designed to investigate the efficacy of Pivotal Response Training (PRT), implemented by multiple peers to enhance the social competency of children with autism. Two main effects were investigated: (a) the effects of using multiple peer trainers on language use and toy play skills of children with autism and (b) the extent to which potential changes generalized to peers not part of the study. During training, peers were taught PRT strategies using didactic instruction, modeling, role playing, and feedback. After PRT training, peers implemented the treatment strategies with their schoolmates with autism during recess. After treatment, children with autism engaged in high levels of interactions, initiations, varied toy play, and language use. Generalization across settings, stimuli, and peers was found. Implications of these findings are discussed.