Steps to Self-Management based on Pivotal Response Training

Steps to Self-Management based on Pivotal Response Training
(Based on Koegel, Koegel, & Suratt, 1992)

1. Select a desired behavior. This can be either a behavior that needs to be taught (such as responding to peer’s greetings or attending to the teacher during class time) or one that needs to be reduced (such as speaking in class without raising your hand). It must be objective and measureable. In other words, it should be very clearly defined so that both teacher and student know exactly what behavior is expected of the student and can record its occurrence or non-occurrence objectively.

2. Identify potential reinforcers. Teacher and student choose rewards, such as computer time, for the student to work toward. It is also recommended that, in addition to these external rewards, students should be encouraged to be internally reinforced (rewarded) by their behavior (because it is the right thing to do, it helps them to do better in school, it helps the teacher do his/her job and helps the class learn, etc.).

3. Choose a self-monitoring system. The teacher selects a method of data collection and behavior tracking that is appropriate to the child's needs and abilities.

4. Teach the student to self-monitor. Teach the child to recognize the occurrence or absence of the target behavior and to record the behavior using the self-monitoring system.

5.Generalize. The teacher takes data to determine whether the student can generalize the self-management system to real-life situations (such as the school or community).

For more information about PRT for students with Autism, please the folloiwng book. We will also be reviewing this book in an upcoming series of blog posts on PRT.

Reference

Koegel, R. L., Koegel, L. K., & Surratt,A. (1992). Language intervention and disruptive behavior in children with autism. Journal of Autism and Developmental Disorders, 22, 141-152.