Applying Pivotal Response Training to School Assigned Homework for Children with Autism to Improve Motivation and Performance

Robert L. Koegel, Ph.D., Quy H. Tran, Amanda Servesko, Lynn Kern Koegel

The present study examined the effects of specifically applying Pivotal Response Training techniques to improve parent and child motivation to complete homework assignments and facilitate homework performance among children with autism. A multiple baseline design was used to assess the effects of applying PRT through a parent-training model with three school-aged children with autism. Results indicate that using the motivational techniques from PRT improve child's performance and attitude toward homework by decreasing disruptive behaviors and increasing child's affect and positive statements surrounding homework. These findings support the training of parents in PRT and its specific application toward homework to improve the nature of interaction between parent and child and the performance of children with autism on school assigned work.