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A Systematic Review of Intervention Intensity in Pivotal Response Training and Scripting Research

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Title: A Systematic Review of Intervention Intensity in Pivotal Response Training and Scripting Research
Language: English
Authors: Zijie Ma (ORCID 0000-0003-0048-9304), Jason C. Travers, Jose R. Martinez, Jenee Vickers Johnson, Leslie Ann Bross
Source: Review Journal of Autism and Developmental Disorders. 2023 10(2):353-366.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Descriptors: Intervention, Program Implementation, Autism Spectrum Disorders, Evidence Based Practice, Applied Behavior Analysis, Behavior Modification, Research, Students with Disabilities
DOI: 10.1007/s40489-021-00296-1
ISSN: 2195-7177
2195-7185
Abstract: Special education researchers have for decades emphasized the importance of intervention effectiveness and procedural fidelity, but relatively little attention has been directed toward understanding intervention intensity. This review focused on extracting details of intervention intensity as reported in peer-reviewed studies of scripting and pivotal response training (PRT), two different evidence-based practices for learners with autism. We coded 24 scripting and 18 PRT studies and synthesized results according to four constructs of intervention intensity. Results indicated varied reporting of intervention intensity within and between studies. Only seven (29%) of scripting studies and one (6%) PRT study reported information sufficient to determine intervention intensity. Scripting and PRT researchers reported similar rates of opportunities to respond. Implications for researchers and professionals are discussed along with limitations and instructions for future study.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1422554
Database: ERIC
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  Data: A Systematic Review of Intervention Intensity in Pivotal Response Training and Scripting Research
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  Data: <searchLink fieldCode="AR" term="%22Zijie+Ma%22">Zijie Ma</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0048-9304">0000-0003-0048-9304</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jason+C%2E+Travers%22">Jason C. Travers</searchLink><br /><searchLink fieldCode="AR" term="%22Jose+R%2E+Martinez%22">Jose R. Martinez</searchLink><br /><searchLink fieldCode="AR" term="%22Jenee+Vickers+Johnson%22">Jenee Vickers Johnson</searchLink><br /><searchLink fieldCode="AR" term="%22Leslie+Ann+Bross%22">Leslie Ann Bross</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Special education researchers have for decades emphasized the importance of intervention effectiveness and procedural fidelity, but relatively little attention has been directed toward understanding intervention intensity. This review focused on extracting details of intervention intensity as reported in peer-reviewed studies of scripting and pivotal response training (PRT), two different evidence-based practices for learners with autism. We coded 24 scripting and 18 PRT studies and synthesized results according to four constructs of intervention intensity. Results indicated varied reporting of intervention intensity within and between studies. Only seven (29%) of scripting studies and one (6%) PRT study reported information sufficient to determine intervention intensity. Scripting and PRT researchers reported similar rates of opportunities to respond. Implications for researchers and professionals are discussed along with limitations and instructions for future study.
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