Pivotal Response Treatments for Autism: Communication, Social and Academic Development / Edition 1

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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 .

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Editorial Reviews

parent - Lauri Bell
"A true godsend! Learning the PRT approach gave us the tools to work with our son throughout our day, so in effect he was receiving treatment during his every waking hour. He has gone from being completely non-verbal and difficult, to gregarious and well behaved!"
Psychologist and author of Special Children, Challenged Parents: The Struggles and Rewards of Raising a Child with a - Robert A. Naseef
"A landmark contribution . . . [gives]the reader . . .an in-depth understanding about the pivotal responses in the child's developmental trajectory in relationships with teachers, therapists and, most importantly the family."
University of Miami - Michael Alessandri
"This important new book of evidence-based practices comes as a breath of fresh air . . . [and] will help to ensure that best practices become common practices."
University of Washington - Ilene S. Schwartz
"One of the few validated strategies that draws from both a developmental approach and applied behavior analysis. This book will be extremely helpful for teachers, parents, and other people who care about students with autism."
Professor Emeritus, Penn State University - John T. Neisworth
"Of pivotal importance to professional preparation and practice . . .target[s] behaviors that are catalysts to rapid and sweeping enhancement of the child's social, communication, and academic development."
Robert H. Horner

"Provides an eloquent braiding of current science, practical intervention design, and informed advocacy for children with autism."
Clinical Services Officer, Southwest Autism Research & Resource Center, author ofLet’s Talk Emotions: Helping - Teresa A. Cardon
"Will motivate and inspire everyone who participates in a child's day .. .a true demonstration of Pivotal Response Treatments as an effective and adaptable intervention!"
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Product Details

  • ISBN-13: 9781557668196
  • Publisher: Brookes Publishing
  • Publication date: 11/1/2005
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 296
  • Sales rank: 798,112
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.80 (d)

Meet 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 & Resource Center (SARRC), 300 North 18th Street, Phoenix, Arizona 85006. Dr. Openden is Faculty Associate in the Division of Curriculum & 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.

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Read an Excerpt

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.


Although the majority of services at the ARTC are provided to nearby families, ARTC's parent education program provides services to child

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Table of Contents


Section 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
Section II. Development of Communication
  1. Developmental Trajectories with Early Intervention
    Robert L. Koegel, Yvonne E.M. Bruinsma, and Lynn Kern Koegel
  2. First Words: Getting Verbal Communication Started
    Robert L. Koegel, Karen M. Sze, Amanda Mossman, Lynn Kern Koegel, and Lauren Brookman-Frazee
  3. he Pivotal Role of Initiations in Habilitation
    Rosy Matos Fredeen and Robert L. Koegel
Section III: Social Development
  1. 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
  2. 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
  1. Reducing Ritualistic Behaviors and Broadening Children's Interests
    Robert L. Koegel, Jane Lacy Talebi, and Lynn Kern Koegel
  2. Improving Social-Communication, Empathy, and Pragmatics in Individuals with Asperger Syndrome
    Lynn Kern Koegel, Jane Lacy Talebi, Robert L. Koegel, and Cynthia Carter
  3. 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
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Sort by: Showing 1 Customer Reviews
  • Posted June 13, 2009

    Clearly written and well organized

    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.

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