The Efficacy of Pivotal Response Treatment in Teaching Question-Asking Initiations to Young Turkish Children with Autism Spectrum Disorder

Bozkus-Genc G., Yucesoy-Ozkan Ş.

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, vol.51, no.11, pp.3868-3886, 2021 (SSCI) identifier identifier identifier

  • Publication Type: Article / Article
  • Volume: 51 Issue: 11
  • Publication Date: 2021
  • Doi Number: 10.1007/s10803-020-04848-y
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, PASCAL, BIOSIS, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MEDLINE, Psycinfo, Public Affairs Index
  • Page Numbers: pp.3868-3886
  • Keywords: Pivotal response treatment, Autism spectrum disorder, Question-asking, Self-initiation, Motivation, SCHOOL-AGED CHILDREN, SOCIAL CONVERSATION, SELF-MANAGEMENT, INTERVENTION, ACQUISITION, ADOLESCENTS, BEHAVIOR, IMPROVE, SKILLS, PRT
  • Eskisehir Osmangazi University Affiliated: Yes


In the present study, a concurrent multiple baseline design across participants was used to evaluate the efficacy of pivotal response treatment (PRT) on the acquisition, maintenance, and generalization of the question-asking initiations by four children with autism spectrum disorder (ASD). The researchers also examined whether the implementation of PRT resulted in collateral changes in language development and other areas of development. The results of this study indicate that PRT is highly effective in teaching question-asking initiations. Participating children with ASD were able to generalize in natural settings and maintain long-term question-asking initiations. Furthermore, PRT resulted in positive collateral changes in language and other areas of development. Implications for future research and practice are then discussed.