# The PRT Pocket Guide

## Pivotal Response Treatment for Autism Spectrum Disorders

by **Robert L. Koegel, Ph.D.** and **Lynn Kern Koegel, Ph.D.** Koegel Autism Center University of California, Santa Barbara *with invited contributor*

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## Contents

**About the Authors**

**Preface**

**Acknowledgments**  
**Introduction**

## I What Is the P in PRT?

1. Treatment of Pivotal Areas  
2. How to Teach the Pivotal Area of Motivation  
3. How to Get Rid of Disruptive Behavior  
4. How to Teach the Pivotal Area of Self-Initiation

## II How and When to Implement Treatment

5. Maximizing Family Involvement  
6. How to Minimize Parent Stress  
7. Treatment and Assessment in Natural Environments  
8. Making Data Collection Easy in PRT

## References

## Index

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## About the Authors

### Robert L. Koegel, Ph.D.

has focused his career in the area of autism, specializing in language intervention, family support, and school inclusion. Dr. Robert L. Koegel is Director of the Koegel Autism Center at the University of California, Santa Barbara. He has published more than 200 articles and papers relating to the treatment of autism, has published six books on the treatment of autism and positive behavioral support.

### Lynn Kern Koegel, Ph.D.

is Director of Clinical Services at the Koegel Autism Center and Director of the Eli and Edythe L. Broad Center for Asperger’s Research. She has been active in the development of programs to improve communication in children with autism, including the development of first words, grammatical structures, pragmatics, and social conversation.

## Introduction

Pivotal Response Treatment (PRT) is one of the few evidence-based approaches for the treatment of autism. This approach is supported by research that meets the standards set by many professional agencies and organizations, such as the American Psychological Association. Supporting children and families affected by autism requires effective and timely intervention.

PRT focuses on core underlying areas critical for children with autism. The major core area affecting all other areas is motivation to engage in social communication. This core area is linked to underlying neurological bases and the individual behaviors that are affected by motivational challenges as children develop.

This introduction outlines PRT's effectiveness through numerous studies conducted across multiple settings, ensuring that interventions are scientifically validated and adaptable.

## Summarized empirical support for Pivotal Response Treatment (PRT)

| Study | Title | Notable treatment outcome(s) |
| --- | --- | --- |
| Sherer and Schreibman(2005) | Individual Behavioral Profiles and Predictors of Treatment Effectiveness for Children with Autism | Children profiled as predicted responders to PRT exhibited increases in language, play, and social behavior following PRT intervention. |
| Baker-Ericzén, Stahmer, and Burns(2007) | Child Demographics Associated with Outcomes in a Community-Based Pivotal Response Training Program | Significant improvement in adaptive behavior scale scores post-12-week PRT parent education program. |
| Vismara and Lyons(2007) | Using Perseverative Interests to Elicit Joint Attention Behaviors | Using child's interests in a PRT model increased joint attention initiations. |
| Gillett and LeBlanc(2007) | Parent-Implemented Natural Language Paradigm to Increase Language and Play | Increases in spontaneous utterances and appropriate play reported by parents. |
| Harper, Symon, and Frea(2008) | Recess Is Time-In: Using Peers to Improve Social Skills of Children with Autism | Peer implementation of PRT increased social initiations and turn-taking. |

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This document summarizes the foundations and empirical support for PRT, emphasizing its adaptability and effectiveness in various contexts.