Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: results from trained and untrained peers.

Adkins et al. (1997) asked typical classmates to run PRT sessions during regular school time.

Two students with autism joined the class. The researchers taught several peers to give clear choices, wait for the child to speak, and praise any social move.

They tracked how often the children with autism talked or played with anyone before, during, and after the peer training.

Both students with autism started talking and playing more right away.

The gains stuck even when new, untrained classmates joined the group.

No extra adult prompts were needed once the peer routine was in place.

Weitz (1982) did the first classroom test of peer tutoring for social skills. That study used simple praise and candy. K et al. swapped the candy for PRT turns and choices, showing the idea still works with cleaner, more natural steps.

Matson et al. (2008) later added self-monitoring to the same peer setup. They cut stereotypy while keeping the social boost, proving you can layer extra tools on top of peer PRT.

Lerman et al. (1995) used peer-delivered scripts instead of PRT. Both papers show peers can carry the teaching load, but K et al. kept the play loose and still got strong generalization.

You can hand the teaching job to the class. Pick three willing peers, give them a 20-minute PRT crash course, and let them run short play blocks. Track one social behavior you want more of. When the peer team hits steady gains, fade yourself out. The child with autism gets daily practice, you free up staff time, and the whole room learns to include.