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Using Peer Trainers to Promote Social Behavior in Autism

Are They Effective at Enhancing Multiple Social Modalities?

Karen Pierce, PhD, is a research scientist at the University of California, San Diego. Dr. Pierce's research interests include both the assessment and treatment of social deficits in children with autism as well as the investigation of a wide range of cognitive abilities in these children.

Laura Schreibman

Laura Schreibman, PhD, is a professor of psychology and the director of the Autism Research Clinic at the University of California, San Diego. Dr. Schreibman has published over 100 book chapters and research articles in the area of autism, with an emphasis on the variables relating to the treatment of this disorder. Address: Karen Pierce, Department of Psychology, University of California, San Diego, La Jolla, CA 92093–0109.

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.

Focus on Autism and Other Developmental Disabilities, Vol. 12, No. 4, 207-218 (1997)
DOI: 10.1177/108835769701200403


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