Pivotal Response Training (PRT)

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1 Pivotal Response Training (PRT) Workshop Handout Portions of the information in this handout were taken from the STAR Program Manual, published by Pro-Ed, Austin, TX (Arick, Loos, Falco, and Krug, 2004, 2015) and should not be copied without the authors permission. This handout is to be accompanied with a live training from STAR Autism Support. It is not intended to be a stand-alone document. STAR Autism Support

PRT Video Example Introduction to Pivotal

you see between the discrete trial method

STAR Autism Workshop Handout STAR Autism

communication and/or appropriate play 1.

(Cue-Response-Consequence) Block Access Cue

Collect Data (once a week) Child Responds

2 PRT Video Example Introduction to Pivotal Response Training (PRT) What differences do you see between the discrete trial method and pivotal response training? STAR Autism Workshop Handout STAR Autism Support Inc Differences Between PRT and Other Behavioral Methods Student chooses activity Reinforcer and activity are one and the same No token board Students are less likely to become stimulus or cue bound Student gets what they want through communication and/or appropriate play 1. Assess Current Levels 2. Review Lesson Plans 3. Gather Motivating Toys and Materials PRT in the STAR Program Identify an area and add PRT to the schedule Use partitions or shelves Sit face-to-face Write goals PRT Process Child Chooses Item/Motivator 5. Follow the PRT Rules (Cue-Response-Consequence) Block Access Cue a Response 6. Collect Data (once a week) Child Responds Give Item/Motivator 7. Use PRT Strategies throughout the day Generalize individual skills across the natural environment Recess, snack, circle time, centers, etc See more ideas in the Resource Section 5 Prepare for Next Response 6 1

Expressive Language Trial Play Trial PRT: Level 1 Example Cue/Opportunity to Respond Student reaches for a toy car. Instructor holds the car and says car. Student reaches for a car to spin the wheels.

Instructor lets the student hold the car and spin the wheels as a reward for pushing it appropriately. Student plays with car. Student continues to play with car for 5-10 seconds.

use playful obstruction or sabotage to set-up the cue Provide cues at both an easy level (maintenance skills) and more difficult level (skills the student is just learning).

Instructor holds car and says do this and pushes the car.

activity Example of RESPONSE The student says car or go. The student imitates an action.

3 Expressive Language Trial Play Trial PRT: Level 1 Example Cue/Opportunity to Respond Student reaches for a toy car. Instructor holds the car and says car. Student reaches for a car to spin the wheels. Instructor holding car says do this and pushes the car. Response Consequences Pause Student says car. Student imitates the action and pushes the car. Instructor gives car to student. Instructor lets the student hold the car and spin the wheels as a reward for pushing it appropriately. Student plays with car. Student continues to play with car for 5-10 seconds. Control is shared Student chooses the activity PRT Strategy Cue/Opportunity to Respond Cue from instructor is related to chosen activity Student must attend to the cue and be motivated Teacher can use playful obstruction or sabotage to set-up the cue Provide cues at both an easy level (maintenance skills) and more difficult level (skills the student is just learning). Example of CUES Student reaches for a toy car Instructor holds the car and says car. Student reaches for a toy car on a track to spin the wheels. Instructor holds car and says do this and pushes the car. 7 8 Response may be verbal or non-verbal Expressive cue = verbal response Play cue = action response Response Response is related to the activity Response must have something to do with the chosen activity Example of RESPONSE The student says car or go. The student imitates an action. Consequence Reinforcement is clear Immediate and only follows a desired response Reinforce attempts Any appropriate response Was the response a good try? Reinforcement is direct A natural consequence to the behavior being rewarded Example of CONSEQUENCE Instructor allows the child to push the car on the track as a reward for requesting appropriately Pause Teacher pauses, observes the student and prepares for the next trial What else can I do with this toy? Is he still motivated? What are some play commands? Example of PAUSE Student continues to play with car for 5-10 seconds. Using PRT with Students who are Nonverbal Students who are nonverbal often exhibit challenging behaviors to communicate wants and needs Use PRT to increase appropriate verbalizations and decrease challenging behaviors Consider using augmentative and alternative communication during routines (i.e. choice wheels, Picture Exchange Communication, devices)

Addressing Behavior in PRT Addressing Behavior in PRT Grabbing toys and activities Throwing objects Crying Teach with

increments of time, distinct beginning/end, first/then, highly motivating items/activities Lack of appropriate

items/activities to begin engagement Use highly motivating materials/activities, use sensory items/activities to

Aggression (e.g. pinching and hitting) Teach hands down, reinforce hands down only, limit adult and peers reaction to

sive behavior Lesson 1: Expressive Language Readiness Skills Attending Responding to requests (i.e. hands down, look

babbling sounds) Non-verbal student with limited/no babbling sounds Reinforce babbling when it occurs through operant

not have to be imitative or an approximation Cue is one word (focus on nouns and actions) 15 16 Lesson 1: Expressive

4 Addressing Behavior in PRT Addressing Behavior in PRT Grabbing toys and activities Throwing objects Crying Teach with my turn, withhold/block access to increase verbal language for requesting Teach do this put in, teach no X Small increments of time, distinct beginning/end, first/then, highly motivating items/activities Lack of appropriate responding Screams when preferred toy is taken Use highly motivating materials/activities, use sensory items/activities to begin engagement Use highly motivating materials/activities, use sensory items/activities to begin engagement Refusing to sit in the chair Teach sit, then reinforce; start on floor, in area, or in line of sight Aggression (e.g. pinching and hitting) Teach hands down, reinforce hands down only, limit adult and peers reaction to aggressive behavior Lesson 1: Expressive Language Readiness Skills Attending Responding to requests (i.e. hands down, look at me stand up, and sit down ) Useful to incorporate for students in all levels Page 2 Babbling (R+ of general babbling sounds) Non-verbal student with limited/no babbling sounds Reinforce babbling when it occurs through operant conditioning Cue is one word Sound Pairing Student makes any sound within 5 seconds of cue Reciprocal responding Does not have to be imitative or an approximation Cue is one word (focus on nouns and actions) Lesson 1: Expressive Language Readiness Skills Lesson 2: Expressive Language Initial Requesting Initial Verbal Imitation Cue is one to two words Spontaneous Words Student must be motivated Teacher does not provide model Block, sabotage, or playfully obstruct to set-up the cue

Introduction to Initial Level PRT Play/Social Skills PRT Suggestions

with gesture and verbal Turn Taking Responds to My turn Initial Play Skills

Imitates actions with Do this Cue Initial Play Commands Follows 1 step play

Play Targets 19 Tips on Successful PRT Sessions.

wide selection of motivating activities and toys Share control: Materials

Maintenance: look at me and hands down 21 22 Partner Practice Lesson 3:

5 Introduction to Initial Level PRT Play/Social Skills PRT Suggestions Readiness for Play (Exploring and sharing toys) Sharing Relinquishes toy with gesture and verbal Turn Taking Responds to My turn Initial Play Skills (Learning to play with toys appropriately) Initial Imitated Actions Imitates actions with Do this Cue Initial Play Commands Follows 1 step play commands Page 14 Possible Cues Language Targets Generalization/Expand Play Play Targets 19 Tips on Successful PRT Sessions.. Partner Practice Anticipate student s needs Pre-plan activities Provide wide selection of motivating activities and toys Share control: Materials with parts/pieces Materials that require adult assistance Be animated and excited about the activity! Page 15 Level 1 student goals: Sound pair Do this imitate onestep action Maintenance: look at me and hands down Partner Practice Lesson 3: Phrases for Requests I want X and No X Level 1 student: Spontaneous 1-word Follow 1-step command Maintenance: Imitate single words, do this, hands down, look at me

6 PRT Data Collection Forms Page 12 Page PRT Data Collection Video Example Level 2: Initial Commenting And Extended Play Commands 5

Individual goals posted Language and play Reminders for

7 Level 3 Spontaneous Language PRT Area 31 Clearly defined space Motivating materials in a bin Out of student s reach Individual goals posted Language and play Reminders for adults Clipboards or folders for data collection One time a week 32 6

Potato Head Toy PRT PLAY INTERACTIONS What it is: Possible Cues Potato head, Mr. Potato Head, man, clown, funny face, boy, girl. Body parts can be labeled by name and/or color, shape, size.

Comments: I like it!, He is funny!, Cool!, Yay!, Oh no!, Look!, I found it!

8 Potato Head Toy PRT PLAY INTERACTIONS What it is: Possible Cues Potato head, Mr. Potato Head, man, clown, funny face, boy, girl. Body parts can be labeled by name and/or color, shape, size. What it does: Run, jump (up/down), wave (hi/bye), go fast/slow, dance, crash, fall down, clap, stomp. Other concepts: Prepositions (on/off, in/out, under/over). Emotions: silly, sad, happy, mad. Comments: I like it!, He is funny!, Cool!, Yay!, Oh no!, Look!, I found it! Generalization/Expand Play Language Targets Babbling/Sound Pairing Emphasize beginning sounds such as p for potato, t for turn or ah for on. Include gestures such as the sign for more or patting chest for my turn. Initial Requesting/Rejecting Place body part pieces into clear, closed containers so pieces are in view, but out of reach. Put the potato head on the top of a slide or ride in a car and use carrier phrases for student to fill in ready, set... go or 1, 2,... 3 Instructor or peer holds a potato head with all the body parts attached. Give the student a potato head with no body parts attached. Put parts in wrong place on potato head or use another toy that won t fit to encourage use of no to reject. Expanding Phrases Descriptors: Big/small, fast/slow, colors, shapes, sizes. Count body parts or request how many, such as; I want the round red nose. I want two pink ears. Sentence starters: I see. I have. Can I have?, Let s play. Advanced Concepts: Prepositions: in/out, behind, under, over, play hide and seek with potato head and look for his body parts, describing where the body part was found. Gender: Make a girl and boy potato head and describe actions, such as; He is going to jump! Create play sequences. The potato head can: 1. Ride in a car or train and go to the farm or store. 2. Get dirty and need a bath. 3. Lead circle or join in snack time. 4. Pretend to eat or cook. Combine with other toys: 1. Use an inflated balloon and draw a face on the balloon. The balloon and potato head talk to each other and play together. Potato head pretends to blow up the balloon or try to blow up the balloon in the wrong way (with his ear). 2. A toy snake scares potato head. 3. Potato head plays an instrument. 4. Potato head talks in a toy microphone to announce a race with cars ( start your engines, on your mark, get set, go ). 5. Potato head knocks over blocks. Generalize play to other locations/activities: 1. Take the potato head to the sand box or sensory table and potato head pretends to play with materials in that location. 2. Potato head goes to the kitchen area and pretends to cook or dress up. 3. Potato head reads in the book area. 4. Potato head helps students clean up toys or put away materials. Play Targets Readiness for Play Practice taking turns, or have two potato heads and trade toys. Beginning Play Skills Say do this and model putting the body parts on the potato head, or model actions such as waving, jumping, falling down, shaking hands. Play Directions Provide a verbal direction such as: put potato head in the car, put the hat on potato head. Functional Play/Beginning Pretend Play Put parts in the wrong location or use a different toy that won t fit. Pretend to have potato head do a variety of actions: go to sleep, sing a song, play peek-a-boo, jump, fall over. Potato head sneezes and his body parts fall off. Advanced/Symbolic Play Hide the body parts in potato head or around the play area, ask where did they go? and student looks for hidden parts. Potato head acts out a variety of familiar routines such as snack, brushing teeth, going to the store, going to recess, circle time. STAR Support

There are two types of activities: Think about it! And apply it! Each activity will be marked by an icon and a specified color as you can see below:

Module 1 Introduction VCUAutism Center for Excellence There are two types of activities: Think about it! And apply it! Each activity will be marked by an icon and a specified color as you can see below: