ABSTRACT

This study examined the effects of Peer-Mediated Pivotal Response Training (PM-PRT) implemented in an inclusive kindergarten classroom on the social initiations behavior and social responding behavior of young children with Autism Spectrum Disorder(ASD). Participants included two children with ASD and two children without disabilities from an inclusive kindergarten. The independent variable was PM-PRT, and the dependent variables were social initiation behavior and social responding behavior. To evaluate intervention effects, a multiple baseline across subjects design was used across four phases: baseline, intervention, maintenance, and generalization. The results of the study were as follows: First, social initiation behavior of the children with ASD increased following the implementation of PM-PRT in the inclusive kindergarten setting. Second, social responding behavior of the children with ASD also showed an increase after the PM-PRT intervention. Third, both social initiation behavior and social responding behavior were successfully maintained after the termination of the intervention and were generalized to other peers. Findings support the effectiveness of PM-PRT for improving social initiation behavior and social responding behavior in young children with autism in inclusive kindergarten settings. In addition, increases in these behaviors may serve as indicators of enhanced social interaction skills.

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