Relevant bibliographies by topics / Pivotal Response Training

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Academic literature on the topic 'Pivotal Response Training'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Pivotal Response Training"

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Suhrheinrich, Jessica. "A sustainable model for training teachers to use pivotal response training." Autism 19, no. 6 (2014): 713–23. http://dx.doi.org/10.1177/1362361314552200.

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Suhrheinrich, Jessica. "Training Teachers to Use Pivotal Response Training With Children With Autism." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 34, no. 4 (2011): 339–49. http://dx.doi.org/10.1177/0888406411406553.

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Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching. The findings suggest that attending a group workshop i
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Suhrheinrich, J., A. C. Stahmer, and L. Schreibman. "A preliminary assessment of teachers’ implementation of pivotal response training." Journal of Speech and Language Pathology – Applied Behavior Analysis 2, no. 1 (2007): 1–13. http://dx.doi.org/10.1037/h0100202.

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Suhrheinrich, Jessica, Aubyn C. Stahmer, Sarah Reed, Laura Schreibman, Erica Reisinger, and David Mandell. "Implementation Challenges in Translating Pivotal Response Training into Community Settings." Journal of Autism and Developmental Disorders 43, no. 12 (2013): 2970–76. http://dx.doi.org/10.1007/s10803-013-1826-7.

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Coolican, Jamesie, Isabel M. Smith, and Susan E. Bryson. "Brief parent training in pivotal response treatment for preschoolers with autism." Journal of Child Psychology and Psychiatry 51, no. 12 (2010): 1321–30. http://dx.doi.org/10.1111/j.1469-7610.2010.02326.x.

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Suhrheinrich, Jessica, Sarah R. Rieth, Kelsey S. Dickson, Scott Roesch, and Aubyn C. Stahmer. "Classroom Pivotal Response Teaching: Teacher Training Outcomes of a Community Efficacy Trial." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 3 (2019): 215–34. http://dx.doi.org/10.1177/0888406419850876.

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Classroom Pivotal Response Teaching (CPRT) is a naturalistic behavioral intervention for students with autism spectrum disorder (ASD) that was systematically adapted for teacher use. In this study, the authors evaluate outcomes of a large randomized trial training teachers ( n = 126) to use CPRT. Training involved 12 hours of small group sessions and additional 1:1 coaching in each teacher’s classroom. Overall, CPRT fidelity was significantly higher at the end of the training year relative to the observation year ( B = 0.24, p = .001) and teachers report using CPRT an average of 47 minutes per
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Verschuur, Rianne, Bibi Huskens, Hubert Korzilius, Leonhard Bakker, Michelle Snijder, and Robert Didden. "Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation." Autism 24, no. 2 (2019): 499–514. http://dx.doi.org/10.1177/1362361319876213.

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In this study, we investigated the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist–child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether child age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 level III certified pivotal response treatment therapists who recorded three 10-min pivotal response treatment sessions and completed four questionnaires to measure therapist characte
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Stahmer, Aubyn C. "Teaching symbolic play skills to children with autism using Pivotal Response Training." Journal of Autism and Developmental Disorders 25, no. 2 (1995): 123–41. http://dx.doi.org/10.1007/bf02178500.

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Stockall, Nancy, and Lindsay R. Dennis. "Using Pivotal Response Training and Technology to Engage Preschoolers With Autism in Conversations." Intervention in School and Clinic 49, no. 4 (2013): 195–202. http://dx.doi.org/10.1177/1053451213509486.

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Baker-Ericzén, Mary J., Aubyn C. Stahmer, and Amelia Burns. "Child Demographics Associated With Outcomes in a Community-Based Pivotal Response Training Program." Journal of Positive Behavior Interventions 9, no. 1 (2007): 52–60. http://dx.doi.org/10.1177/10983007070090010601.

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Dissertations / Theses on the topic "Pivotal Response Training"

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Keränen, N. (Niina). "Autistisen nuoren puheen kuntoutus pivotal response training -tekniikalla:tapaustutkimus." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201312051981.

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Tämän pro gradu -tutkimuksen tavoitteena oli selvittää, onko lyhyellä PRT-menetelmään perustuvalla interventiolla vaikutusta autistisen henkilön jäljittelytaitojen kehitykseen sekä kommunikatiivisten aloitteiden ja puheen määrään. Lapsuusiän autismi on neurobiologinen keskushermoston kehityshäiriö (Minshew, 1996), jonka syytä ei tarkasti tunneta. Lapsuusiän autismi ilmenee sosiaalisen vuorovaikutuksen vaikeutena, viestinnän ja kommunikaation häiriönä ja kapea-alaisena juuttuvana käyttäytymisenä (ks. esim. Loncola & Graig-Unkefer, 2005; Mundy & Stella, 2000). Oireiden ja erilaisten taitojen es
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Randolph, Jena K. Stichter Janine P. "Supporting practitioners' use of pivotal response training within educational contexts." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7024.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Janine Stichter. Vita. Includes bibliographical references.
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Singh, Namrata. "The Effects of Parent Training in Pivotal Response Treatment (PRT) and Continued Support through Telemedicine on Gains in Communication in Children with Autism Spectrum Disorder." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/315907.

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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.<br>Introduction: With the increase in children diagnosed with autism spectrum disorders (ASD) each year comes the need for individualized interventions necessary for children with autism. Many of the treatments currently available are time consuming, costly, and rely heavily on behavioral interventionists despite the lack of qualified interventionists to provide these services. Therefore, there is a growing recognition of the need for ef
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Swain, Deanna. "Impact of Mindfulness-Enhanced Pivotal Response Group Treatment on Parenting Stress: A Randomized Controlled Trial." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/100948.

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One of the core features of Autism Spectrum Disorder (ASD), social communication impairment, presents in a variety of ways, including reduced functional language use and social initiations, which often warrant intensive intervention services. Additionally, parents of children with ASD demonstrate increased levels of parenting stress when compared to parents of typically developing children and children with developmental delays (Hayes and Watson, 2013). Elevated parenting stress has been shown to diminish positive treatment outcomes (Osborne et al., 2008), which lends support to develop method
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Sams, Leigh Anne. "It is Time to Play! Peer Implemented Pivotal Response Training with a Child with Autism during Recess." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002819.

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Vogler, John Colin. "INCREASING SELF-INITIATED QUESTION ASKING WITH ADULTS WITH AUTISM USING PIVOTAL RESPONSE TRAINING STRATEGIES AND CONSTANT TIME DELAY." UKnowledge, 2017. https://uknowledge.uky.edu/edsrc_etds/52.

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The purpose of this study was to implement pivotal response training (PRT) strategies paired with constant time delay (CTD) to teach an individual with autism spectrum disorder (ASD) and intellectual disability (ID) to self-initiate through question asking. A multiple probe across behaviors design was used to evaluate effectiveness of implementation. Results show that this naturalistic intervention is effective for some questions, while other questions need to be taught in more contrived scenarios.
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Burris, Heather. "An assessment of a naturalistic in-home training protocol to establish joint attention responding with children diagnosed with autism spectrum disorders." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003192.

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Ke, Shu-Hwei, and 柯淑惠. "Pivotal Response Training on Social Skills of Preschool Children with Autism." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/27912622831227777280.

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碩士<br>國立彰化師範大學<br>復健諮商研究所<br>97<br>The purpose of this study was to investigate the effect on social skills of two preschool children with autism by giving pivotal response training. A single-subject experimental design of multiple probes across subjects was used in this study. The independent variable was pivotal response training. The dependent variables of this study were the increased social skills. Questionnaires and interviews of the parent and teachers were used to collect the data for social validity. After training both children with autism maintained prolonged interactions with teac
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Chen, Chia-Hsin, and 陳佳欣. "Pivotal Response Training on Joint Attention of Elementary School Students with Autism." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/10133179227568015092.

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碩士<br>臺北市立教育大學<br>特殊教育學系身心障礙教育教學碩士學位班(夜)<br>99<br>Abstract The purpose of this study is to investigate the effect on joint attention of elementary school students with autism by giving pivotal response training. The subjects were three elementary school students with autism who had moderate to severe disability. The parallel treatment design was used in this study. The independent variable was pivotal response training. The dependent variables of this study was eye alternating and showing of joint attention. The study was proceeded for eight to twelve weeks, including baseline, intervention,
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Chung, Chia-Jane, and 鍾佳蓁. "Pivotal Response Training on Symbolic Play Behaviors of Preschool Child with Autism." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/65122194339174567660.

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碩士<br>國立彰化師範大學<br>特殊教育研究所<br>92<br>The purpose of this study was to investigate the effect on symbolic play behaviors of preschool child with autism by giving pivotal response training. A preschool child with autism in middle Taiwan participated in the study. A single –subject experimental design of multiple probes design across behaviors was used in the study. The independent variable of this study was pivotal response training. The dependent variables of this study were the improvement of three kinds of single symbolic play behaviors (including behaviors of pretending something/someone as if
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Book chapters on the topic "Pivotal Response Training"

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Park, Mi Na. "Pivotal Response Training." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_128.

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Park, Mi Na. "Pivotal Response Training." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_128.

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Schreibman, Laura, and Robert L. Koegel. "Fostering self-management: Parent-delivered pivotal response training for children with autistic disorder." In Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice. American Psychological Association, 1996. http://dx.doi.org/10.1037/10196-020.

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McCoy, Dacia M., Chelsea Ritter, and J. Meredith Murphy. "Peer-Mediated Pivotal Response Training." In Peers as Change Agents, edited by Tai A. Collins and Renee O. Hawkins. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068714.003.0013.

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Peer-mediated Pivotal Response Training (PM-PRT) is a behavioral approach that incorporates instruction and practice opportunities on pivotal and socially significant skills (e.g., communication, playing with peers) for individuals diagnosed with developmental disorders in their everyday routines and environments. This chapter provides an overview of key components to successfully utilize the PM-PRT intervention with children in a variety of settings. The intervention includes a peer interventionist who may use selected strategies with a target student such as gaining attention, modeling, turn-taking, encouraging conversation, choice in tasks, and reinforcement of attempts during a play session. For example, the intervention may be implemented during recess and can be tailored to an individual’s target behaviors. The flexibility of PM-PRT allows it to be an effective and efficient intervention that promotes generalization across peers and settings.
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"The Koegel Center: Pivotal Response Training." In Effective Programs for Treating Autism Spectrum Disorder. Routledge, 2010. http://dx.doi.org/10.4324/9780203855034-7.

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Radley, Keith C. "Peer-Mediated Behavioral Interventions." In Peers as Change Agents, edited by Tai A. Collins and Renee O. Hawkins. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068714.003.0009.

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This chapter defines and describes peer-mediated behavioral interventions. This chapter introduces all peer-mediated behavioral interventions that directly train peers to work with other students to improve non-academic behaviors, including peer management interventions, peer-mediated social skills training, peer support arrangements, peer-mediated Pivotal Response Treatment, peer-mediated play interventions, and restorative and conflict resolution interventions. This chapter also briefly discusses the research supporting each of the interventions included in this section.
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Marcelle, Gillian M. "A Feminist Agenda for Reducing the Gender Digital Divide." In Global Information Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch221.

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There is little shared understanding of the term “digital divide,” but this has not prevented the international community from investing a great deal of effort in projects that aim to reduce the digital divide by reducing disparities in access to information and communication technologies (ICT) (European Commission High Level Group, 1997; International Telecommunication Union [ITU], 1984, 2003; United Nations Economic and Social Commission [UN ECOSOC], 2000). The divergent rate at which ICT diffuses—the digital divide—is a reflection of broader socioeconomic divides, many of which exist within societies. The divide between men and women, rich and poor, young and old, urban and rural, literate and non-literate, also manifests itself in the digital world of media, computers, telecommunications, Internet, and jobs in software production. Information and communication flows carried by ICT are increasingly becoming an integral factor in international, institutional, and political processes. Lack of access to ICT therefore impacts on opportunities for developing countries’ economic growth, wealth distribution, social empowerment, and development. It is the digital divide which largely prevents the equal sharing of knowledge worldwide and leads to “information and knowledge poverty” among certain groups. If only a select number of countries, and within them certain groups, reap the benefits of ICT while others continue to lag behind, the digital divide will continue to grow and the virtuous cycle that ICT can create will not be enjoyed by many (Millward-Oliver, 2005). There is little acknowledgment and even less acceptance that gender constitutes an important influence in the structure of the “digital divide.” At first glance, this failure to admit context may seem strange and out of step with common sense. Why should gender relations, such an important and pivotal element of social structure, that is known to influence differentiated access to financial resources, employment opportunities, education and training, water and sanitation, health care, legal status, and enjoyment of human-rights not affect access to and control of ICT? This article will explore some of the key factors that lead to gender blindness in the digital divide debate and articulate a strategic response
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Harmer, Tanya. "Working for the Revolution." In Beatriz Allende. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469654294.003.0008.

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Chapter seven examines why and how Beatriz – and others on the revolutionary left –decided to become more intimately involved in Salvador Allende’s election campaign of 1970 and his presidency thereafter. It argues that Beatriz’s affective ties to him were pivotal in explaining her involvement and that he also benefitted from her ability to act as a bridge to the revolutionary Left, helping to bring it on his side. Beatriz participated in her father’s administration in a very specific way that fused her different loyalties to revolution together, bringing her intimate relationship with Cuba and training in covert intelligence and security to the job of assisting a democratically elected president. This chapter thus examines the confluence of different left-wing strategies and currents within Chile during the years of the Popular Unity government, how they interacted, coexisted, and responded to the mounting opposition they faced. It also explores the involvement and relationship Latin America’s revolutionary movements had with Chile during this period, arguing that Beatriz was one of their principal interlocutors.
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Copeland, Donna R., and Robert B. Noll. "Problem-Solving Skills Training for Mothers of Children With Newly Diagnosed Cancer." In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0017.

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The diagnosis of childhood cancer is a highly stressful event for all members of the family. This chapter focuses on the responses of mothers during the first few months after the diagnosis and describes an 8-week intervention, entitled problemsolving skills training (PSST), that is efficacious in reducing features of negative affectivity in mothers during the time of induction and early treatment. Studies examining the emotional well-being of parents of children with cancer suggested that mothers and fathers are at risk for symptoms of anxiety and depression during their child’s treatment (Fife, Norton, &amp; Groom, 1987; Hughes &amp; Lieberman, 1990; Noll et al., 1995). In addition, some evidence suggested that mothers are at increased risk for posttraumatic stress symptoms after treatment ends (Hall &amp; Baum, 1995; Kazak et al., 1997; Manne, DuHamel, Gallelli, Sorgen, &amp; Redd, 1998; Manne et al., 2001, 2002; Pelcovitz et al.,1996; Stuber, Christakis, Houskamp, &amp; Kazak, 1996). These findings are not universal. Some researchers have reported a return to normal psychological functioning among parents within months after their child was diagnosed (Dahlquist, Czyzewski, &amp; Jones, 1996; Kupst &amp; Schulman, 1988; Kupst et al., 1995). Regardless, consensus exists that there is a period of time immediately after a child is diagnosed with cancer when caregivers are at risk for an increase in symptoms of depression and anxiety (Kazak et al., 2001). In addition to the specific stressors associated with a new diagnosis of cancer in her child, the wife/mother appears to be the key individual in maintaining the integrity of the entire family. For example, 74% of men reported that they talk primarily to their spouse when upset (Cutrona, 1996). Further, males will typically depend on their wives to maintain social contacts with friends, family, and the general community (Antonucci &amp; Akiyama, 1987). Thus, mothers may be particularly vulnerable to distress because of the pivotal role they play in maintaining family social and emotional functioning. The experience of a cancer diagnosis can be easily understood as a major negative life stressor that can cause significant psychological distress.
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Carolina Torres Escobar, Adriana. "Enhancing Self-Regulation and Metacognition in Online Learning." In Education in Childhood [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99104.

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Nowadays, online education is in the limelight. During the COVID-19 pandemic, K-12 students endured an abrupt transition from everyday learning in classrooms to online education. In the process, the concept that learning only occurs if students are physically present in a classroom has changed drastically. As the spaces and interactions are different, teachers need formal training, flexibility, and willingness to provide efficient online education that adjusts to the new and fluctuating realities. Simultaneously, students need to enhance self-regulation and metacognition and be the leaders of their education process and results. It is pivotal that teachers keep in mind that close relationships with students and families and personalized support are critically important to fostering ties, developing knowledge, and preventing school dropout. Consequently, curricula must respond to students’ singularities, socioeconomic conditions, contexts, resources, and interests. This chapter advocates that teachers should support students to work on the development of self-regulation, metacognition, collaborative technology-mediated tasks, and problem-solving in online environments. These are tools that help students to be autonomous, engage with their learning process, learn, create knowledge, decide accurately, improve their creativity, and increase intrinsic motivation skills.
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Conference papers on the topic "Pivotal Response Training"

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Kim, Min-Gyu, Iris Oosterling, Tino Lourens, et al. "Designing robot-assisted Pivotal Response Training in game activity for children with autism." In 2014 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2014. http://dx.doi.org/10.1109/smc.2014.6974061.

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