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

By R. Koegel, L. Koegel. 2006

419 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8cb723e9eda3fd50f5cb521e7c6bc4c208026a4c

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Citations in the corpus

Evaluating Picture Exchange and the iPad™ as a Speech Generating Device to Teach Communication to Young Children with Autism (2013, background): “Therefore mand training is often incorporated into instructional sequences for children with autism (e.g., Koegel and Koegel 2006; Lovaas 1981, 2003; Maurice et al. 2001).”
Personalized machine learning for robot perception of affect and engagement in autism therapy (2018, methodology): “– one of the key challenges for many children with ASC. Other therapy designs have also been applied in the ﬁeld, including Applied Behavioral Analysis (ABA) (20) and Pivotal Response Treatment (PRT) (21). However, using humanoid and other types of robotic solutions as part of clinical therapy is st”
Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder (2015, background): “Importantly, and not surprisingly, naturalistic strategies are associated with reduced escape- and avoidance-motivated behavior (Koegel et al. 1987a, b).”
Interventions for Children With Autism Spectrum Disorders in Inclusive School Settings (2012, unknown): “Another useful procedure for encouraging peer relationships in school is to develop games and activities that involve the perseverative interests of the child with ASD (Koegel & Koegel, 2006).”
Training Teachers in Evidence-Based Practice for Individuals With Autism Spectrum Disorder (2015, background): “First, a number of textbooks and handbooks on empirical teaching strategies for individuals with ASD exists (e.g., Fovel, 2002; Koegel & Koegel, 2006; Leaf & McEachin, 1999; Maurice, Green, & Luce, 1996; Webber & Scheuermann, 2008).”
Effects of a Social Skills Intervention among High School Students with Intellectual Disabilities and Autism and Their General Education Peers (2011, background): “Furthermore, students need to learn to initiate speech or gestures that will elicit a response (e.g., Koegel & Koegel, 2006).”
Caregiver Responsiveness and Social Interaction Behaviors of Young Children With Autism (2008, background): “As discussed previously, parental consistency in contingent responsiveness may be especially important for children with autism, who may face general challenges in learning responsereinforcer contingencies (Koegel & Koegel, 2006).”
Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package (2011, methodology): “Paraprofessional implementation of PRT was scored using a 10-min fidelity of implementation measure (adapted from R. L. Koegel & Koegel, 2006; see appendix).”