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Individuals Who May Benefit from PRI
Reported research on PRI has involved preschool
children and children in primary grades (Hupp & Reitman, 2000; Koegel
& Frea, 1993; Koegel, Koegel, Harrower et al., 1999; Pierce &
Schreibman, 1997). However, Stahmer (1999) suggests that the approach
is appropriate for individuals at varied stages of development. For
example, a high school student with high-functioning autism may be taught
to accept “no” without cursing through the use of PRI techniques
such as self-monitoring.
A few prerequisite skills are recommended in the
literature. That is, prior to beginning PRI, target individuals should
demonstrate curiosity about the environment and manipulating items (e.g.,
toys), demonstrate imitation skills, and demonstrate few self-stimulatory
behaviors that do not involve objects (Sherer & Schreibman, 1998;
Stahmer, 1999). For example, an appropriate candidate for PRI might
enjoy repeatedly flapping a kite, but would not engage in repetitive
hand-flapping. Such an interest in objects could more easily be shaped
into a communicative act.
Responding to Multiple Cues –
How to Teach
To address the tendency of children with ASD to zero in
on single attributes of tasks or items, Koegel et al. (1989) recommend
teaching them to respond to multiple cues. Specifically, when instructions
are being given to a student, they must contain more than one cue to
which the student must attend. Lessons involving multiple cues give
students directions that involve more than one descriptor. In addition,
instructors who are teaching responding to multiple cues frequently
comment on multiple attributes of items (Pierce & Schreibman, 1997).
A couple of examples follow.
At snack time, Mr. A sets out two sizes of cup
the children may use. Shantelle, who is holding a container of apple
juice, asks, “cup,” to which Mr. A responds, “What
size?” requiring a response of “large” or “small”
from Shantelle.
Mr. A and Shantelle are in the hygiene area. Next
to the sink is a basket with a blue toothbrush, a yellow toothbrush,
a blue hair brush, and a brown hair brush.
Mr. A: “Shantelle, get the blue hair brush.”
Given the variety presented, this task gives Shantelle the opportunity
to distinguish between colors and types of brushes.
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