Pivot response training is a systematic approach that uses the scientific principles of applied behavior analysis to train children with the autism spectrum disorder. I will develop a PRT that will create a more effective intervention to enhance Terra's performance of the morning routine as well as promote her self-initiation and self-management skills. In the PRT program, I will incorporate the following variables, which will improve the responsiveness of Terra in carrying out her morning routine as well as improve her self-care. These are child attendance, child choice and maintenance tasks (Mohammadzaheri et al., 2014).
Child attendance: I will ensure to gain Terra's attention before engaging her in the training process. For instance, I would purchase a toothbrush with a catchy tune when pressed or with lights and sounds that would easily get her attention. I would also incorporate her favorite colors into her clothes so that every day she is pulled to getting dressed by something she likes. Also, I will make sure that Terra will be physically present and participate in all the training session
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Child choice: during early training, I will begin by assessing what Terra already knows by following her choice of morning activities and routine. Since Terra is unable to perform her morning routine, I will start by engaging her in simple morning activities that are relevant to self-caring.
Maintenance tasks: as part of the PRT intervention, I will intersperse the morning routines that Terra can already perform together with the acquisition of tasks. Reinforcements are integral upon a child’s behavior. Every moment Terra learns a new morning routine skill, I will motivate her by giving her a gift. Reinforcing Terra though gifts will encourage her to learn and maintain the skills which are crucial for self-care (Mohammadzaheri et al., 2014).
PRT will impact Terra's self-efficacy positively. Self-efficacy refers to a belief in one's capacity to acquire behaviors important to produce certain performance achievements. Self-efficacy reflects Terra's confidence in the capacity to apply control on her motivation, social environment and behavior, and performance. As Coolican et al . (2010) recommend a parent’s participation in the entire process makes as significant different for the child’s learning process. I will therefore ensure to train Terra’s dad on the continued improvement of the behavior and provide him with the information that would help him engage with her easier.
It is important to review the ethical consideration when using the PRT approach. First, it is essential to begin by evaluating the historical health background of Terra to avoid putting her in a program that would deteriorate her health. Also, it is important to review the Pivot Response Training and determine if the program has side effects on the client (Minjarez et al., 2010).
References
Coolican, J., Smith, I., & Bryson, S. (2010). Brief parent training in pivotal response treatment for preschoolers with autism. Journal Of Child Psychology And Psychiatry , no-no. doi: 10.1111/j.0021-9630.2010.02326.x
Minjarez, M., Williams, S., Mercier, E., & Hardan, A. (2010). Pivotal Response Group Treatment Program for Parents of Children with Autism. Journal Of Autism And Developmental Disorders , 41 (1), 92-101. doi: 10.1007/s10803-010-1027-6
Mohammadzaheri, F., Koegel, L., Rezaee, M., & Rafiee, S. (2014). A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Structured Applied Behavior Analysis (ABA) Intervention for Children with Autism. Journal Of Autism And Developmental Disorders , 44 (11), 2769-2777. doi: 10.1007/s10803-014-2137-3
