A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism

Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in randomized, wait-list controlled implementation trial across classrooms. Participants included teachers ( n = 126) and students with autism 308). Teachers participated 12 hours didactic, interactive training additional in-classroom coaching. Generalized Estimating Equations accounted clustering. Adjusted models the relative effects group, CPRT fidelity, classroom quality on outcomes. Results indicate higher fidelity was associated greater increases learning. Having received predicted increased engagement decreases reported approach/withdrawal problems. These differences may be linked to theoretical foundations increasing motivation collaborative increase feasibility schools. Overall, results suggest beneficial approach supporting students.