Synopses & Reviews
Discover how to use natural learning opportunities to target and modify key behaviors in children with autismâ€"leading to widespread positive effects on communication, behavior, and social skills. It’s all possible with the innovative, widely used Pivotal Response Treatment (PRT), an empirically supported treatment for autism recognized by the National Professional Development Center on Autism Spectrum Disorders and the National Standards Project.
The product of 20 years of research from Robert and Lynn Koegel—co-founders of the renowned Autism Research Center at the University of California, Santa Barbara—this proven approach is now clearly presented in one accessible book. Keeping parents involved in every aspect of behavioral intervention, therapists and educators of children from preschool to elementary school will use the research-supported PRT strategies to
- advance children's communication and language skills, even in extremely challenging cases
- foster social interactions and friendships with typically developing peers
- reduce disruptive behaviors by combining functional assessment with self-management strategies
- aid early identification and intervention
- reduce ritualistic behaviors and broaden children's interests
- improve children's performance in school activities and on homework assignments
Because PRT works with each child's natural motivations and stresses functional communication over rote learning, this comprehensive model helps children develop skills they can really use. With this timely resource, educators and therapists will support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement in natural, inclusive settings.
Review
"Provides an eloquent braiding of current science, practical intervention design, and informed advocacy for children with autism." Robert H. Horner, Ph.D.
Synopsis
With this proven approach based on of 20 years of research, educators and therapists will use natural learning opportunities to help children with autism enjoy more positive interactions, more effective communication, and higher academic achievement.
About the Author
Lynn Kern Koegel, Ph.D., CCC-SLP, is Clinic Director at the Autism Research Center of the Graduate School of Education at the University of California, Santa Barbara. She has been active in the development of programs to improve communication in children with autism, including the development of first words, development of grammatical structures, and pragmatics. Dr. Lynn Kern Koegel is co-author and co-editor of major textbooks on autism and positive behavioral support and is co-author of the bestselling book Overcoming Autism: Finding the Answers, Strategies, and Hope That Can Transform a Child's Life (Penguin, 2004). In addition to her published books and articles in the area of communication and language development, she has developed and published prodcedures and field manuals in the area of self-management and functional analysis that are used in school districts throughout the United States and have been translated in most major languages used throughout the world. Dr. Lynn Kern Koegel is actively involved in providing support and intervention services in school districts, both locally in California and throughout the United States. She has also been featured in news reports on television stations throughout the United States and acted as a consultant for the internationally broadcast ABC television series Supernanny.
Robert L. Koegel, Ph.D., is Director of the Autism Research Center, Professor of Educational Psychology and Counseling/Clinical/School Psychology, and Professor of Special Education, Disability, and Risk Studies at the Graduate School of Education at the University of California, Santa Barbara. Dr. Robert L. Koegel is internationally known for his work in the area of autism, specializing in language intervention, family support, and school inclusion. He has published well over 150 articles and papers relating to the treatment of autism. He also has authored five books on the treatment of autism and on positive behavioral support. He has been the recipient of numerous multimillion-dollar research and training grants from the National Institutes of Health, the U.S. Department of Education, and the National Institute of Mental Health. Models of his procedures have been used in public schools and in parent education programs throughout California and the United States, as well as other countries.
Daniel Openden, Ph.D., BCBA, Vice President/Clinical Services Director, Southwest Autism Research and Resource Center (SARRC), 300 North 18th Street, Phoenix, Arizona 85006. Dr. Openden is Faculty Associate in the Division of Curriculum and Instruction at Mary Lou Fulton College of Education at Arizona State University. He has worked extensively with families with children with autism spectrum disorders on both federal- and state-funded research projects; provided consulting and training for school districts across the country; presented research at regional, state, and national conventions; and been published in peerreviewed journals and book chapters in the field. Dr. Openden has expertise in developing training programs for teaching parents and professionals to implement Pivotal Response Treatment (PRT) and is currently an associate editor for the Journal of Positive Behavior Interventions.
Table of Contents
Introduction
Section I. Overview of Pivotal Response Treatment
- The Basics of Pivotal Response Treatment
Robert L. Koegel, Daniel Openden, Rosy Matos Fredeen, and Lynn Kern Koegel
- A Screening, Training, and Education Program (First S.T.E.P.)
Lynn Kern Koegel, Nicolette Nefdt, Robert L. Koegel, Yvonne Bruinsma, and Rosy Matos Fredeen
- Interventions in General Education Classrooms: One Boy's Story as Seen by His Mother
Cheryl Fisher
- Incorporating Motivational Procedures to Improve Homework Performance
Robert L. Koegel, Quy H. Tran, Amanda Mossman, and Lynn Kern Koegel
- Parent Perspectives of Parent Education Programs
Jennifer B. Symon, Robert L. Koegel, and George H.S. Singer
- Ecocultural Theory and Cultural Diversity in Intervention Programs
Karen M. Sze and Robert L. Koegel
Section II. Development of Communication- Developmental Trajectories with Early Intervention
Robert L. Koegel, Yvonne E.M. Bruinsma, and Lynn Kern Koegel
- First Words: Getting Verbal Communication Started
Robert L. Koegel, Karen M. Sze, Amanda Mossman, Lynn Kern Koegel, and Lauren Brookman-Frazee
- he Pivotal Role of Initiations in Habilitation
Rosy Matos Fredeen and Robert L. Koegel
Section III: Social Development- Working with Paraprofessionals to Improve Socialization in Inclusive Settings
Robert L. Koegel, Eileen F. Klein, Lynn Kern Koegel, Mendy A. Boettcher, Lauren Brookman-Frazee, and Daniel Openden
- Play Dates, Social Interactions, and Friendships
Grace A. Werner, Laurie A. Vismara, Robert L. Koegel, and Lynn Kern Koegel
Section IV: Reducing Disruptive Behavior and Broadening Children's Interests- Reducing Ritualistic Behaviors and Broadening Children's Interests
Robert L. Koegel, Jane Lacy Talebi, and Lynn Kern Koegel
- Improving Social-Communication, Empathy, and Pragmatics in Individuals with Asperger Syndrome
Lynn Kern Koegel, Jane Lacy Talebi, Robert L. Koegel, and Cynthia Carter
- Combining Functional Assessment and Self-Management Procedures to Rapidly Reduce Disruptive Behaviors
Lynn Kern Koegel, Robert L. Koegel, Mendy A. Boettcher, Joshua Harrower, and Daniel Openden
References
Index