Classroom pivotal response teaching

Providing educational services to children with autism spectrum disorder (ASD) poses a challenge to educators. Although an increasing number of evidence-based practices (EBPs) have been developed for this population, few have been systematically implemented in school settings. Barriers to the implementation of EBPs in school settings include the complexity of the intervention procedures, a poor fit between intervention procedures and the classroom context, and limited evidence of the effectiveness of EBPs in school settings. Pivotal response treatment provides an example of an intervention that has been adapted for classroom settings. This chapter provides information regarding the theoretical underpinnings and historical background of classroom pivotal response teaching (CPRT), the components of CPRT, and the implementation of this approach in schools. One case vignette is presented to illustrate how teachers can use CPRT to target communication, play, social, and academic skills in children with ASD