| Summary: | 碩士 === 臺北市立師範學院 === 身心障礙教育研究所 === 91 === This study evaluated the efficacy of Pivotal Response Training (PRT) for increasing socially spontaneous communication by junior high school students with autism spectrum disorders. Three junior high school students with autism spectrum disorders, who had no spontaneous communication, were trained to use PRT. A-B-M-P design, the multiple baselines across subjects, was used in the study. The independent variable of the study was PRT training courses. The dependent variable of the study was socially spontaneous communication. The results showed that (a) after 3.5 months of training, three students have learned to use PRT and communicate with one another by the Picture Exchange Communication System (PECS). (b) PRT could increase socially spontaneously communication of three adolescents. (c) PRT could be generalized to untrained settings.
According to the results, this study has some suggestions dealing with design of courses, teaching methods, and future research as follows:
(A) The principle of designing PRT courses can be divided into
three phases, including: (a) PECS of automatic
reinforcement. (b) Matching pictures with word cards to
enhance motivation to communicate. (c) Encouragement of
communication through speech.
(B) Incidental Teaching, Noncontigency, Discrete Trial Training
and PECS can be applied to future research.
(C) The design of the courses depends on age, sex, function,
and motivation. The period of research can be extended to
enhance communication of speech. Training peers to
participate in research may promote the effects. In
addition, future research on how to train students with
autism spectrum disorders by communication of physical
systems is valuable.
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