Pivotal Response Training: no discernible effects on communication/language competencies for children and students with an autism spectrum disorder

Children and Students with an Autism Spectrum Disorder

Pivotal response training (PRT) is an intervention designed for children with Autism Spectrum Disorders. This practice focuses on pivotal (core) areas affected by autism, such as communication and responding to environmental stimuli. PRT sessions typically begin with a parent or teacher providing clear instructions to a child, having the child help choose a stimulus (such as a toy), and focusing the child’s attention.

The parent or teacher then encourages the desired behavior (for example, asking for the toy or choosing “toy” from a list of words) by providing rewards if the child implements or attempts to implement the desired behavior. Parents and teachers often model the appropriate behavior or use the stimulus with the child. Activities that maintain existing behaviors are interspersed with activities eliciting new behaviors. The complexity of the required responses increases as training progresses. Parents, teachers, and peers collaboratively implement the practice at school, at home, and in the community.

PRT can be used with autistic children aged 2–18. PRT is also known as Pivotal Response Therapy, Pivotal Response Treatment®, or Natural Language Paradigm.

The WWC recently reviewed the research on the effects of PRT and found no discernible effects on communication/language competencies for children and students with an autism spectrum disorder.


PRT was found to have no discernible effects on communication/language competencies for children and students with an autism spectrum disorder.