What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use

Table 2

Summary of recommended adaptations based on teachers’ perspectives and quality of classroom implementation.

PRT component/area	Teacher judgments		Possible adaptation
	Importance	Ease of implementation
Gains attention	High	Med	No adaptation necessary; manual to include strategies for maintaining attention
Clear opportunity/instruction	High	High	No adaptation necessary
Maintenance tasks	High	Low	No adaptation necessary; Training resources and method for identification needed
Child choice; (shared control)	High	Med	No adaptation necessary; resources for addressing varied goals with students’ chosen items across settings/activities
Turn taking; (shared control)	Low	Low	Additional research needed
Multiple cues	Low	Low	Additional research needed
Contingent consequence	High	Med	No adaptation necessary; additional resources and training needed as step is backed by extensive research
Direct reinforcement	High	Low	Additional research needed
Reinforcement of attempts	High	High	No adaptation necessary
Training	High	Low	Training materials needed
Resources	High	N/A	Parent resources needed
Resources	High	N/A	Data collection resources needed