Module: Pivotal Response Training (PRT) CITATION AND ...

[Pages:12]National Professional Development Center on Autism Spectrum Disorders

Module: Pivotal Response Training (PRT) CITATION AND REFERENCES

If included in presentations or publications, credit should be given to the author(s) of this module. Please use the citation below to reference this content. Vismara, L. A. (2009). Pivotal response training (PRT) for children and youth with

autism spectrum disorders: Online training module. Sacramento, CA: University of California at Davis Medical School. National Professional Development Center on Autism Spectrum Disorders. In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, . Columbus, OH: OCALI.

REFERENCES Baker-Ericzen, M. J., Stahmer, A. C., & Burns, A. (2007). Child demographics

associated with outcomes in a community-based pivotal response training program. Journal of Positive Behavior Interventions, 9(1), 32-60. Bryson, S. E., Koegel, L. K., Koegel, R. L., Openden, D., Smith, I. M., & Nefdt, N. (2007). Large scale dissemination and community implementation of pivotal response treatment: Program description and preliminary data. Research and Practice for Persons with Severe Disabilities, 32(2), 142-153. Burke, J. C., & Cerniglia, L. (1990). Stimulus complexity and autistic children's responsivity: Assessing and training a pivotal behavior. Journal of Autism and Developmental Disorders, 20, 233-253. Carter, C. M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions, 3, 131-151.

National Professional Development Center on Autism Spectrum Disorders

Module: Pivotal Response Training (PRT) CITATION AND REFERENCES

Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. Columbus, OH: Merrill Publishing Co.

Davis, C. A., Brady, M. P., Williams, R. E., & Hamilton, R. (1992). Effects of high probability requests on the acquisition and generalization of responses to requests in young children with behavior disorders. Journal of Applied Behavior Analysis, 25(4), 905-916.

DeGangi, G. (1991). Assessment of sensory, social, and attentional problems in regulatory disordered infants: Part 1. Infants and Young Children, 3(3), 1-8.

Dodge, K. (1989). Coordinating responses to aversive stimuli: Introduction to a special section on the development of emotion regulation. Developmental Psychology, 25(3), 339-342.

Dunlap, G. (1984). The influence of task variation and maintenance tasks on the learning and affect of autistic children. Journal of Experimental Psychology, 37(1), 41-64.

Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.

Dunlap, G., & Koegel, R. L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13, 619-627.

Fisher, C. (2006). Interventions in general education classrooms: One story as told by his mother. In R. L. Koegel & L. K. Koegel (Eds.), Pivotal response treatments for

National Professional Development Center on Autism Spectrum Disorders

Module: Pivotal Response Training (PRT) CITATION AND REFERENCES

autism: Communication, social and emotional development (pp. 53-79). Baltimore: Brookes Publishing. Ferster, C. B. (1961). Positive reinforcement and behavior deficits of autistic children. Child Development, 32, 437-456. Ferster, C. B., & DeMyer, M. K. (1962). A method for the experimental analysis of the behavior of autistic children. American Journal of Orthopsychiatry, 32, 89-98. Fredeen, R. M., & Koegel, R. L. (2006). The pivotal role of initiations in habilitation. In R. L. Koegel, & L. K. Koegel (Eds.), Pivotal response treatments for autism: Communication, social and emotional development (pp. 165-186). Baltimore: Brookes Publishing. Harrower, J., & Dunlap, G. (2001). Including children with autism in general education classrooms. Behavior Modification, 25, 762-784. Horner, R. H., & Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31(1), 84-109. Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-180. Hwang, B., & Hughes, C. (2000). The effects of social interactive training on early social communicative skills of children with autism. Journal of Autism and Developmental Disorders, 30(4), 331-343.

National Professional Development Center on Autism Spectrum Disorders

Module: Pivotal Response Training (PRT) CITATION AND REFERENCES

Jones, E. A., Carr, E. G., & Feeley, K. M. (2006). Multiple effects of joint attention intervention for children with autism. Behavior Modification, 30, 782-834.

King-Sears, M. E., & Cummings, C. S. (1996). Inclusive practices of classroom teachers. Remedial and Special Education, 17(4), 217-225.

Koegel, L. K., Camarata, S. M., Valdez-Menchaca, M. C., & Koegel, R. L. (1998). Teaching children with autism to use a self-initiated strategy to learn expressive vocabulary. American Journal on Mental Retardation, 102, 358-369.

Koegel, L. K., Carter, C. M., & Koegel, R. L. (2003). Teaching children with autism selfinitiations as a pivotal response. Topics in Language Disorders, 23(2), 134-145.

Koegel. L. K., & Koegel, R. L. (1995). Motivating communication in children with autism. In E. Schopler & G. B. Mesibov (Eds.), Learning and cognition in autism (pp. 7387). New York: Kluwer Academic/Plenum Publishers.

Koegel. L. K., Koegel. R. L., Boettcher, M. A., Harrower, J., & Openden, D. (2006). Combining functional assessment and self-management procedures to rapidly reduce disruptive behaviors. In R. L. Koegel & L. K. Koegel (Eds.), Pivotal response treatments for autism - Communication, social, and academic development (pp. 245-258). Baltimore: Brookes Publishing.

Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of Association for Persons with Severe Handicaps, 24(3), 174-185.

National Professional Development Center on Autism Spectrum Disorders

Module: Pivotal Response Training (PRT) CITATION AND REFERENCES

Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.

Koegel, L. K., Koegel, R. L., & Parks, D. R. (1992). How to teach self-management to people with severe disabilities: A training manual. Santa Barbara: University of California.

Koegel, L. K., Koegel, R. L., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. Journal of the Association for Persons with Severe Handicaps, 24(3), 186-198.

Koegel, L. K., Talebi, J. L., Koegel, R. L., & Carter, C. (2006). Improving socialcommunication, empathy, and pragmatics in individuals with Asperger syndrome. In R. L. Koegel & L. K. Koegel (Eds.), Pivotal response treatments for autism ? Communication, social, & academic development (pp. 229-244). Baltimore: Brookes Publishing.

Koegel, R. L., Camarate, S., Koegel, L. K., Bea-Tall, A., & Smith, A. E. (1998). Increasing speech intelligibility in children with autism. Journal of Autism and Developmental Disorders, 28(3), 241-251.

Koegel, R. L., Carter, C. M., & Koegel, L. K. (1998). Setting events to improve parentteacher coordination and motivation for children with autism. In J. Luiselli & M. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 167-186). Baltimore: Brookes Publishing.

National Professional Development Center on Autism Spectrum Disorders

Module: Pivotal Response Training (PRT) CITATION AND REFERENCES

Koegel, R. L., Dyer, K., & Bell, L. K. (1987). The influence of child-preferred activities on autistic children's social behavior. Journal of Applied Behavior Analysis, 20, 243252.

Koegel, R. L., & Egel, A. L. (1979). Motivating autistic children. Journal of Abnormal Psychology, 88(4), 418-426.

Koegel, R. L., & Frea, W. D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26(3), 369-377.

Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, and academic development. Baltimore: Brookes Publishing.

Koegel, R. L., Koegel, L. K., Frea, W. D., & Smith, A. E. (1995). Emerging interventions for children with autism: Longitudinal and life style applications. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for interactions and improving learning opportunities (pp. 1-15). Baltimore: Brookes Publishing.

Koegel, R. L., Koegel, L. K., & McNerney, E. K. (2001). Pivotal areas in intervention for autism. Journal of Clinical Child Psychology, 30, 19-32.

Koegel, R. L., Koegel, L. K., & Surratt, A. (1992). Language intervention and disruptive behavior in preschool children with autism. Journal of Autism and Developmental Disorders, 22(2), 141-153.

National Professional Development Center on Autism Spectrum Disorders

Module: Pivotal Response Training (PRT) CITATION AND REFERENCES

Koegel, R. L., O'Dell, M. C., & Dunlap, G. (1988). Producing speech use in nonverbal autistic children by reinforcing attempts. Journal of Autism and Developmental Disorders, 18, 525-538.

Koegel, R. L., O'Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17, 187-200.

Koegel, R. L., Openden, D., Fredeen, R., & Koegel, L. K. (2006). The basics of pivotal response treatment. In R. L. Koegel & L. K. Koegel (Eds.), Pivotal response treatments for autism ? Communication, social, & academic development (pp. 330). Baltimore: Brookes Publishing.

Koegel, R. L., & Schreibman, L. (1977). Teaching autistic children to respond to simultaneous multiple cues. Journal of Experimental Child Psychology, 24, 299311.

Koegel, R. L., Schreibman, L., Britten, K., & Laitinen, R. (1979). The effects of schedule of reinforcement on stimulus overselectivity in autistic children. Journal of Autism and Developmental Disorders, 9, 383-397.

Koegel, R. L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., & Koegel, L. K. (1989). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara: University of California.

Koegel, R. L., Sze, K. M., Mossman, A., Koegel, L. K., & Brookman-Frazee, L. (2006). First words ? Getting verbal communication started. In R. L. Koegel & L. K.

National Professional Development Center on Autism Spectrum Disorders

Module: Pivotal Response Training (PRT) CITATION AND REFERENCES

Koegel (Eds.), Pivotal response treatments for autism: Communication, social, & academic development (pp. 141-159). Baltimore: Brookes Publishing. Koegel, R. L., & Williams, J. A. (1980). Direct versus indirect response-reinforcer relationships in teaching autistic children. Journal of Abnormal Psychology, 8(4), 537-547. Lovaas, O. I., Koegel, R. L., Simmons, J. Q., & Long, J. S. (1973). Some generalizations and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6, 131-166. Lovaas, O. I., Schreibman, L., Koegel, R., & Rehm, R. (1971). Selective responding by autistic children to multiple sensory input. Journal of Abnormal Psychology, 77, 211-222. McGee, C. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. The Journal of the Association for Persons with Severe Handicaps, 24(3), 133-146. Nathan, P., & Gorman, J. M. (2002). A guide to treatments that work. New York: Oxford University Press. National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press. Nevin, J. A., Mandell, C., & Atak, J. R. (1983). The analysis of behavioral momentum. Journal of the Experimental Analysis of Behavior, 39, 49-59.

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