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Training teachers to implement Classroom Pivotal Response Teaching with students with autism: effectiveness on teacher's and children's skills.


- candidate number25405
- NTR NumberNTR6112
- ISRCTNISRCTN no longer applicable
- Date ISRCTN created
- date ISRCTN requested
- Date Registered NTR14-okt-2016
- Secondary IDsEC2013-1304-100a Ethiek Commissie Sociale Wetenschappen van de Radboud Universiteit.
- Public TitleTraining teachers to implement Classroom Pivotal Response Teaching with students with autism: effectiveness on teacher's and children's skills.
- Scientific TitleTraining teachers to implement Classroom Pivotal Response Teaching with students with autism: effectiveness on teacher's and children's skills.
- ACRONYM-
- hypothesisThe purpose of this study is:
1. To investigate the effectiveness of teacher training in Classroom Pivotal Response Teaching (CPRT) on teacher-created opportunities
2. To investigate the effectiveness of CPRT on children's communication skills and maladaptive behaviours.
3. To investigate the maintenance of these skills over a three-month period.
- Healt Condition(s) or Problem(s) studiedAutism, Autism Spectrum Disorders (ASDs)
- Inclusion criteriaTeachers need to meet the following inclusion criteria:
1. working at a school for special (primary) education around Arnhem
2. at least 3 years teaching experience
3. teaching at least one child that meets the inclusion criteria for children

Children have to meet the following inclusion criteria:
1. a diagnosis of ASD, confirmed by the SRS
2. a verbal or performance IQ above 80 on a standardized IQ test
3. aged between 6;0 and 12;11 at the start of the study
4. an individual education plan goal focused on communication
5. demonstrating maladaptive behaviour in the classroom
6. having a teacher who participates in this study
- Exclusion criteriaTeachers are excluded if they had experience with (C)PRT prior to this study. Children are excluded if they (1) have a diagnosis of language disorder, (2) received PRT-training or participated in PRT-research prior to this study, or (3) start speech therapy or social skills training during data collection.
- mec approval receivedyes
- multicenter trialyes
- randomisedyes
- masking/blindingNone
- controlNot applicable
- group[default]
- TypeSingle arm
- Studytypeintervention
- planned startdate 1-sep-2016
- planned closingdate1-jul-2017
- Target number of participants6
- InterventionsCPRT-training for teachers: 3 2-hour duo training sessions and 2-6 30-minute individual coaching sessions. Coaching sessions continue until a teacher has demonstrated fidelity of implementation in two consecutive sessions with a maximum of 6 sessions. Training components include instruction, video modelling, practice (e.g. worksheets, role-plays and CPRT-sessions in the classroom) and video-feedback.
- Primary outcome1. Number of teacher-created opportunities (based on observational data (event recording) from videotapes)
2. Number of occurrences of targeted communication skills (based on observational data (event recording) from videotapes)
- Secondary outcome1. Maladaptive child behaviours (based on observational data (interval recording) from video-tapes and teachers’ ratings (adaptation of planned activity check)
- TimepointsAfter examination of the inclusion criteria (using SRS, standardised IQ tests, and pre-baseline observations of communication skills and maladaptive behaviours), the outcome measures are administered at the following time points:

1. Baseline (3-6 weeks):
• 6/9/12 10-minute baseline sessions, during which the teacher gives instruction in reading, spelling or mathematics to a small group of students(N ≤ 5), including the student that participates in the study. These sessions are videotaped.
• 6/9/12 teacher ratings of maladaptive child behaviour

2. Intervention (8-12 weeks):
• 10-minute sessions, during which the teacher gives instruction in reading, spelling or mathematics to a small group of students (N ≤ 5), including the student that participates in the study, and during which the teacher practices the CPRT-components. One or two sessions per week are videotaped
• 2 teacher ratings of maladaptive child behaviour per week

3. Post-intervention (3 weeks)
• 6 10-minute post-intervention sessions, during which the teacher gives instruction in reading, spelling or mathematics to a small group of students (N ≤ 5), including the student that participates in the study, and during which the teacher implements the CPRT-components. These sessions are videotaped.
• 6 teacher ratings of maladaptive child behaviour

4. Follow-up (2 weeks, 3 months after post-intervention)
• 4 10-minute follow-up sessions, during which the teacher gives instruction in reading, spelling or mathematics to a small group of students (N ≤ 5), including the student that participates in the study, and during which the teacher implements the CPRT-components. These sessions are videotaped.
• 4 teacher ratings of maladaptive child behaviour
- Trial web site-
- statusinclusion stopped: follow-up
- CONTACT FOR PUBLIC QUERIESMSc. Rianne Verschuur
- CONTACT for SCIENTIFIC QUERIESMSc. Rianne Verschuur
- Sponsor/Initiator Dr. Leo Kannerhuis, Radboud University Nijmegen
- Funding
(Source(s) of Monetary or Material Support)
Dr. Leo Kannerhuis
- Publications-
- Brief summaryUntil now, only a few studies investigated the implementation of Pivotal Response Treatment (i.e., Classroom Pivotal Response Teaching) in a school setting (Robinson, 2011; Stahmer et al., 2015; Suhrheinrich, 2007; Suhrheinrich, 2011; Suhrheinrich, 2015) and evidence for improved child outcomes is limited (Koegel, Singh & Koegel, 2010; Robinson, 2010). Therefore, purpose of the present study is (1) to investigate the effectiveness of teacher training in Classroom Pivotal Response Teaching (CPRT) on teacher-created opportunities, (2) to investigate the effectiveness of CPRT on children's communication skills and maladaptive behaviours, and (3) to investigate the maintenance of these skills over a three-month period. A concurrent multiple baseline design is used to investigate the effectiveness of a CPRT-training for teachers. Participants are 6 teachers and 6 children with ASD. Teachers participate in training in CPRT, consisting of 3 2-hour duo training sessions and 2-6 30-minute individual coaching sessions. Coaching sessions continue until teachers demonstrated fidelity of implementation in two consecutive sessions with a maximum of 6 sessions. Training components include instruction, video modelling, practice (e.g. worksheets, role-plays and CPRT-sessions in the classroom) and video-feedback. Data are collected using video-recordings (learning opportunities, communication skills and maladaptive behaviours) and teacher ratings (maladaptive behaviours). Data-analysis includes visual analysis and statistical analyses (e.g., Taunovlap or Tau-U).
- Main changes (audit trail)
- RECORD14-okt-2016 - 11-dec-2016


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