This product of 20 years of research is recognized as one of the top state-of-the-art treatments for autism in the United States. Keeping parents involved in every aspect of behavior intervention, therapists and educators of children from preschool to elementary school will use the research-supported PRT strategies to:
1. Advance children's communication and language skills, even in extremely challenging cases.
2. Foster social interactions and friendships with typically developing peers. 3. Reduce disruptive behaviors by combining functional assessment with self-mangement strategies.
4. Aid early identification and intervention.
5. Reduce ritualistic behaviors and broaden children's interest.
6. 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 therpists will support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement in natural, inclusive settings.
Table of Contents:
Introduction
I. Overview of Pivotal Response Treatment
1. The Basics of Pivotal Response Treatment
Robert L. Koegel, Daniel Openden, Rosy Matos Fredeen, and Lynn Kern Koegel
2. 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
3. Interventions in General Education Classrooms: One Boy's Story as Seen by His Mother
Cheryl Fisher
4. Incorporating Motivational Procedures to Improve Homework Performance
Robert L. Koegel, Quy H. Tran, Amanda Mossman, and Lynn Kern Koegel
5. Parent Perspectives of Parent Education Programs
Jennifer B. Symon, Robert L. Koegel, and George H.S. Singer
6. Ecocultural Theory and Cultural Diversity in Intervention Programs
Karen M. Sze and Robert L. Koegel
II. Development of Communication
7. Developmental Trajectories with Early Intervention
Robert L. Koegel, Yvonne E.M. Bruinsma, and Lynn Kern Koegel
8. First Words: Getting Verbal Communication Started
Robert L. Koegel, Karen M. Sze, Amanda Mossman, Lynn Kern Koegel, and Lauren Brookman-Frazee
9. The Pivotal Role of Initiations in the Habilitation
Rosy Matos Fredeen and Robert L. Koegel
III: Social Development
10. 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
11. Play Dates, Social Interactions, and Friendships
Grace A. Werner, Laurie A. Vismara, Robert L. Koegel, and Lynn Kern Koegel
IV: Reducing Disruptive Behavior and Broadening Children's Interests
12. Reducing Ritualistic Behaviors and Broadening Children's Interests
Robert L. Koegel, Jane Lacy Talebi, and Lynn Kern Koegel
13. Improving Social-Communication, Empathy, and Pragmatics in Individuals with Asperger Syndrome
Lynn Kern Koegel, Jane Lacy Talebi, Robert L. Koegel, and Cynthia Carter
14. 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
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