Innovations in Scaling Up the Use of Evidence-Based Practices in Public Schools

• By: Jessica Suhrheinrich, PhD Patricia Schetter, MA, BCBA Melina Melgarejo, PhD Yue Yu, PhD Elizabeth McGhee Hassrick, PhD Aubyn Stahmer, PhD UC Davis MIND Institute
• April 1st, 2022
• coaching, evidence-based practices, leadership, policy, school, social networks, Spring 2022 Issue, training
• 1721    0

High quality implementation of evidence-based instructional and intervention strategies has been identified as critical for educators supporting autistic students. Using evidence-based practices (EBP) is required by policy (Every Student Succeeds Act [ESSA], 2015, and the Individuals with...

Naturalistic Intervention in Classrooms: A Look at Classroom Pivotal Response Teaching

• By: Sarah Vejnoska, BA, Janice Chan, MA, BCBA Sarah Rieth, PhD, BCBA-D Jessica Suhrheinrich, PhD Child and Adolescent Services Research Center of University of California, San Diego Aubyn Stahmer, PhD UC Davis MIND Institute
• January 1st, 2015
• behaviors, Classroom Pivotal Response Teaching, CPRT, intervention, school, teacher
• 2050    0

Classroom Pivotal Response Teaching, or CPRT, is a naturalistic behavioral intervention designed for classrooms serving students with autism spectrum disorder (ASD). CPRT was created by modifying an evidence-based practice called Pivotal Response Training (PRT), which strives to improve learning in...