Abstract
After a review of the literature on Pivotal Response Treatment (PRT) in young children with developmental delays, less was known on its effects on challenging behavior and functional communication in preschool age children receiving services in a traditional public school. A multiple baseline design across three participants was used to evaluate the effects of PRT on the functional communication of three preschool students with developmental delays. Based on a functional analysis, we also observed the effects of PRT on challenging behavior. A visual analysis of the data revealed a functional relation between PRT and functional communication and provided promising evidence regarding the effectiveness of function aligned mands in reducing problem behavior. Brief surveys and interviews revealed that the intervention was feasible and effective based on staff and family reports. This research study adds to the evidence supporting the use of the intervention and expands on the knowledge base surrounding function aligned communication. Implications for research and practice are discussed.
Degree
MS
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Gilmour, Kalie Alexandra, "Pivotal Response Treatment to Decrease Challenging Behavior and Increase Functional Communication in Preschool Children With Developmental Delays" (2023). Theses and Dissertations. 10030.
https://scholarsarchive.byu.edu/etd/10030
Date Submitted
2023-06-22
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd12868
Keywords
pivotal response treatment, autism, developmental delay, functional analysis, functional communication, challenging behavior
Language
english