Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Diana Delgado

Committee Member

James Meindl

Committee Member

LaSheba Hilliard

Committee Member

Laura Casey

Abstract

This study investigated the effectiveness of a peer-based group training model in Pivotal Response Treatment (PRT) for parents of children with developmental disabilities, particularly in underserved, rural communities. Given the accessibility barriers to Applied Behavior Analysis (ABA) services in these regions, peer-supported training was explored as an alternative to traditional group parent training, which has yielded mixed results in prior research. Six parents participated in a structured training program that included a two-day workshop followed by peer-supported practice sessions. Using a concurrent multiple baseline design, the study measured parents' accuracy in implementing five core PRT skills, frequency of their children's problem behaviors, and independent vocal initiations during 5-minute parent-child interactions. Results demonstrated moderate improvement in skill implementation following an initial group workshop, and full mastery of PRT skills during exposure to the peer-based intervention phase. All participants reached 100% accuracy in implementing PRT skills, leading to significant reductions in child problem behaviors and increased verbal initiations. Keywords: Pivotal Response Treatment, peer-based training, parent training, autism intervention, naturalistic teaching, behavioral interventions.

Comments

Data is provided by the student.

Library Comment

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Notes

Embargoed until 04-16-2027

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Available for download on Friday, April 16, 2027

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