Introduction to and Description of PRI

Pivotal Response Intervention (PRI) is an approach to teaching individuals with autism spectrum disorders (ASD) that involves instruction in areas that, when targeted, result in progress in numerous related areas (Koegel, Koegel, Harrower, & Carter, 1999) . In general, the purpose of PRI is to (a) teach the student to respond to naturally occurring learning opportunities and to seek out such opportunities, (b) to reduce the necessity for continual instruction and intervention by practitioners and parents, and (c) provide education and related services more often in natural environments (e.g., general education classrooms, community settings) (Koegel, Koegel, Harrower, & Carter). It is anticipated that individuals with ASD who are trained using a PRI approach will become able to function more independently in inclusive environments.

PRI is based on applied behavior analysis (ABA) theory, including collecting data as a basis for decision-making and strategy implementation (Koegel, Koegel, Harrower, & Carter, 1999). However, unlike some outdated ABA techniques, PRI does not use negative interactions, reduces dependence on artificial prompts, and is family-centered. Utilizing the strategies of PRI, behaviors are taught in natural environments using items that are reinforcing to the child (Koegel, Camarata, Koegel, Ben-Tall, & Smith, 1998).