京都大学 / 0048 / 新制・課程博士 / 博士(人間健康科学) / 甲第18203号 / 人健博第20号 / 新制||人健||2(附属図書館) / 31061 / 京都大学大学院医学研究科人間健康科学系専攻 / (主査)教授 三谷 章, 教授 精山 明敏, 教授 髙橋 良輔 / 学位規則第4条第1項該当 / Doctor of Human Health Sciences / Kyoto University / DFAM

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In this study, I used to use a variety of accommodative techniques to conduct oral interviews with young adult participants who presented with unique social language needs. Their needs highlighted and allowed critique of the research methods that I have learned, bringing up important ethical and pedagogical issues regarding difference and (dis)ability in research and research populations. I asked them what they thought about and wanted from their social experiences and learned that they perceive themselves as being perpetually misunderstood. I analyzed the data for potential misunderstandings and uncovered alternate readings of communication that are naturally not considered when typical assumptions of communication prevail. Avoiding misunderstandings can be as easy as changing one’s assumptions about communication. With small changes in assumptions, meanings change, and outcomes improve. The project revealed themes that speak to larger cultural conversations about ability and young adulthood. These millennials are not using social media; they think differently about the “high-functioning vs. low-functioning” autism dialectic; and they critique adult programs and services. Suggested tips for cross-cultural communication are provided.

Pivotal Response Training (PRT) is an intervention that was originally developed by Koegel & Koegel (2006) that teaches pivotal behaviors to children with Autism Spectrum Disorder (ASD). Research places a significant emphasis on teaching parents and other caregivers to implement these procedures with their children. However, PRT is often implemented and trained with wide variability. The purpose of this literature review was to critically review the literature on parent-implemented PRT and evaluated the issues identified within the literature. A multiple step search procedure is conducted for this literature review and eighteen articles were selected based on the inclusionary criteria. Results of the review identify trends in the current literature of how parents have been trained to implemented PRT. This review also highlights the need for future research on parent implemented PRT to assess parent’s treatment integrity once initial competency with the PRT intervention has been met, and the need for future research to focus on assessing social validity in several ways. / Applied Behavioral Analysis

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