The Impact of Using the 'Preschool Inventory of Repertoires for Kindergarten' (PIRK[R]) on School Outcomes of Children with Autistic Spectrum Disorders

Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: [email protected]; Web site: http://www.elsevier.com

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19

Special Schools; Autism; Program Effectiveness; Kindergarten; Daily Living Skills; Preschool Children; Special Needs Students; Mainstreaming; Behavior Modification; Interpersonal Competence; Social Development; Inclusive Schools; Socialization; Curriculum; Pervasive Developmental Disorders; Transfer Programs

10.1016/j.rasd.2009.03.002

1750-9467

The current studies investigated whether using the Preschool Inventory of Repertoires for Kindergarten (PIRK[R] [Greer, R. D, & McKorkle. (2003). "Preschool Inventory of Repertoire for Kindergarten." Unpublished manuscript]) as a teaching curriculum had an impact on outcomes for children with ASD in special schools (Study 1), and on the ability of children to transfer from special to mainstream schools (Study 2). In Study 1 (special school) the results suggest improvement in both groups, however, the children taught the PIRK[R] curriculum made improvements in areas of behavior management, and mainstreaming social skills, which may prepare them better for a mainstream placement. The results from Study 2 suggest children who had received the PIRK[R] previously to attending mainstream schools showed improvements in communication, socialization, and daily living skills. The results are discussed with regards to future research into inclusion, and the use of the PIRK[R] as a preparation for entrance into a mainstream school. (Contains 2 figures and 12 tables.)

As Provided

2009

EJ838326