Quincy presentation highlights naturalistic pivotal response treatment for young students with autism

Quincy Public Schools on April 30 heard a presentation on pivotal response treatment, or PRT, from outside partners and district staff about using a naturalistic form of applied behavior analysis inside classrooms.

Michelle Sullivan, executive director of the South Shore Autism Center, described PRT as “the more naturalistic ABA intervention” that emphasizes child-led instruction, motivation and embedding learning in everyday activities. Jamie Shaughnessy, a board-certified behavior analyst (BCBA) at the South Shore Autism Center, said the approach focuses on foundational or “pivotal” behaviors such as motivation, attention to multiple cues, initiation with others and self-management so students can learn more broadly without needing repeated isolated drills.

Presenters contrasted PRT with discrete-trial ABA. Sullivan said discrete trials are “adult led, adult driven” and typically highly structured; PRT, she said, is implemented across teachers, locations and materials and uses preferred activities and praise as rewards. The presentation included classroom video clips showing teachers gaining students’ attention, differentiating instruction, embedding instruction in play and rewarding attempts as well as correct responses.

Quincy Public Schools staff described the district’s existing partnership with the South Shore Autism Center. District staff said the relationship began with one-to-one applied behavior analysis services and has expanded to consultative support, paraprofessional trainings, program evaluation and direct services in pre-K and elementary programs, including work at the De Cristoforo Learning Center (RDLC).

Committee members praised the classroom examples and the presenters’ energy. School Committee member Mrs. Lebo said, “It was great to see how much fun they were having and how much they enjoyed it,” and added that PRT felt “a stark difference from the regular ABA.” Mrs. Hubley and other committee members also commended the work and the videos shown during the presentation.

No formal action or vote followed the presentation; the session served as an informational briefing for the special education subcommittee. Staff and the South Shore Autism Center said they are available for follow-up training and to provide the committee with further information on implementing PRT strategies in Quincy classrooms.

The presentation clarified that PRT is evidence-based and intended to increase communication, social skills, play, academic engagement and flexibility of interests so students can participate more independently in school routines and peer interactions.

Quincy Public Schools staff and the South Shore Autism Center invited questions from the subcommittee and offered contact information for districts or families interested in further details.