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Recognized as one of the top state-of-the-art treatments for autism in the United States,* the innovative Pivotal Response Treatment uses natural learning opportunities to target and modify key behaviors in children with autism, leading to widespread positive effects on communication, behavior, and social skills. 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 .
Excerpted from Chapter 5 of Pivotal Response Treatments for Autism: Communication, Social, and Academic Development, by Robert L. Koegel, Ph.D., & Lynn Kern Koegel, Ph.D., with invited contributors.
Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.
Bradley, a 5-year-old boy with autism, lived with his mother, father, and 7-year-old sister in a suburb of a Southwestern city. Bradley's mother worked part time, and his father worked full–time in a small business. With both parents working, the family was lucky to have support from their maternal grandmother, who provided a significant amount of caregiving while Bradley's mother was working.
Bradley spoke in single words and short phrases to have his needs met. He also engaged in disruptive behaviors (e.g., screaming, tantrums, grabbing) when he was told "no" or when making the transition from a preferred activity (e.g., playing video games) to a nonpreferred activity (e.g., getting ready for school). In the area of play, he showed some interest in several toys, but his play often became repetitive (e.g., saying the same words after pushing a button, repeatedly landing on the same square of a board game). Socially, he showed some interest in other children, but he did not interact or play appropriately with them.
These behaviors prompted Bradley's mother to contact the Autism Research and Training center (ARTC) at the University of California, Santa Barbara, to participate in an individualized parent education program. She hoped to gain skills to increase Bradley's motivation to communicate, to reduce his aggressive and noncompliant behaviors, and to improve the family's interactions with him. Bradley's mother and babysitter participated in the program. During the week–long, intensive program, Bradley's mother learned techniques to address his motivation and to improve his social communication. She mastered the use of the motivational teaching techniques and identified teaching opportunities that could be transferred to the family's typical routines (e.g., meals, bath time, play time) at home and in the community. Most important, she became hopeful that her son would make progress in his communication skills and was eager to share her new experience and skills with others who interacted frequently with Bradley (e.g., Bradley's grandmother, teachers, and therapists).
When the family returned home, Bradley's mother successfully taught his father how to use the Pivotal Response Treatment (PRT) strategies with Bradley during play interactions. When the family visited with Bradley's grandparents shortly thereafter, Bradley's grandmother commented on the improvements in his language as well. The family has maintained a relationship with the parent educator through email and telephone contact. Three years after the family participated in the program, Bradley's mother still shares Bradley's progress through anecdotal stories about his academic and social success as a student in an inclusive elementary school classroom: Just wanted to say "Hi" and brag about my son. . . . He has a wonderful teacher and incredible "first grade friends". . . . [Bradley] is included full time — he doesn't even leave for special ed. He receives all his instruction in the regular class and is performing at or above grade level in all areas. His teacher tells me there are days at recess you would never know he has special needs. . . . [During a school game] he shouted, "I'm a winner!" and EVERY kid in that class cheered for him. They were all truly excited for him. It was one of those moments I just wanted to cry.
OVERVIEW OF THE PARENT EDUCATION PROGRAM
Although the majority of services at the ARTC are provided to nearby families, ARTC's parent education program provides services to child
Section I. Overview of Pivotal Response Treatment
Posted June 13, 2009
Somewhat self referential but provides helpful strategies for play based instruction. Difficult to generalize to the classroom but does provide useful strategies when working with challenging students.Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.