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Dissertations / Theses on the topic 'Pivotal Response Training'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

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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Hsueh, Pei-Tan, and 薛斐丹. "The Effects of Pivotal Response Training for a Child with Autism on Greeting." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/26010807587897520081.

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碩士<br>國立高雄師範大學<br>環境教育研究所<br>101<br>This study aimed to discuss the outcomes of greeting behaviors of an elementary child with autism after the pivotal response training. By withdrawal design of single-case research, the researcher intervened to the performance of a 2nd grade child with autism during a studied period that divided into baseline, intervention and follow-up. For this targeted child who manifested poorly initiative greeting behaviors and difficulties in gaze, the researcher designed and performed the programs of greeting discipline in according to the criteria of pivotal response

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張惠音. "The effect of pivotal response training on social skill of the girls of autism." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/32734037224564806834.

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蔡慧聯. "The Effects of Pivotal Response Training on Verbal Communication Behaviors for Children with Autism." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/87910320190311052050.

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碩士<br>國立嘉義大學<br>特殊教育學系研究所<br>94<br>In this study we examined acquisition of individual verbal communication behaviors in 2 elementary children with autism to assess the effects of using Pivotal Response Training. A multiple baselines across settings was used in the study to assess the effects of using Pivotal Response Training. The independent variable of the study was Pivotal Response Training. The dependent variable was verbal communication behaviors which included spontaneous verbal communication behaviors and response verbal communication behaviors. Data collected for each participant we

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Feng, Shih-Hsuan, and 馮士軒. "The Effects of Peer-implemented Pivotal Response Training for Children with Autism on Social Interaction." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/48598029329310777328.

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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>This study investigated the efficacy of Peer-implemented Pivotal Response Training on children with autism. Four typical peers from 6th grade and one autism child participated in the study. A single-subject experimental design of multiple probe design across peer-trainers was used to evaluate the results. Data collected during the study were analyzed by using visual inspection techniques, time-series C statistic. A Teacher Evaluation Questionnaire, a Parent Evaluation Questionnaire and a Peer Evaluation Questionnaire were used at the end of the experiment to

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Lin, Hua Feng, and 林樺鋒. "The Effects of Pivotal Response Training on Increasing Verbal Communication Behavior for Children with Autism." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/17005694586850540944.

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碩士<br>臺北市立教育大學<br>語言治療碩士學位學程<br>101<br>The purpose of this study was to investigate the effects of Pivotal Response Training intervention self-initiated as a pivotal response on verbal communication behaviors of preschoolers with autism. The participants were tow preschoolers with autism, who had no the query and were delayed in language structures such as their use of prepositions. The independent variable was Pivotal Response Training, and the dependent variable was the verbal communication behaviors of children with autism, including this self-initiative query, the responding verbal and mea

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林欣宜. "The Effectivweness of Pivotal Response Training to Increase Joint Attentions in Children with Autism Spectrum Disorders." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/41251776957952439708.

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碩士<br>臺北市立教育大學<br>身心障礙教育研究所<br>95<br>This study evaluated the efficacy of Pivotal Response Training（PRT）for increasing responding joint attentions and initiation joint attentions in children with autism spectrum disorders. Three elementary school students, who had no joint attention, were trained to use PRT. A-B-A’-P design, the multiple baselines across subjects, was used in the study. The independent variable of the study was PRT training courses. The dependent variable of the study was joint attention. The results showed that（a）PRT could increase responding joint attentions of three student

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17

YANG, PEI-JUNG, and 楊佩蓉. "The Research of Pivotal Response Training on Increasing Verbal Communication Behavior for preschool developmental retardation child." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/m4nc55.

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碩士<br>國立臺東大學<br>進修部暑期特教碩士班<br>106<br>The Study of Pivotal Response Training on Increasing Verbal Communication Ability for Preschool Developmental Retardation Child Pei-Jung Yang Abstract The purpose of this study was to investigate the effects of Pivotal Respones Training on verbal communication ability for preschool developmental retardation child. The research subject was a preschool developmental retardation child. The single-subject A-B-A’ experiment design was used in this study. The study was divided into three phases: baseline period, treatment period, maintenance period. The da

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Wu, Ching-Han, and 吳靜涵. "The Effect of Pivotal Response Training on Improving Verbal Expression Abilities of a Preschooler with Autism." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/58829893971591113711.

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碩士<br>臺北市立大學<br>特殊教育學系身心障礙教育教學碩士學位班<br>104<br>The purpose of this study was to investigate the effect of Pivotal Response Training on improving verbal expression abilities of a preschooler with autism. The subject was a preschooler with autism in self-contained classroom in Taipei. He received Pivotal Response Training Program for 6 weeks, 12 times. The single-subject research with A-B-M method was adopted. The research instrument was self-developed speech expression ability assessment chart. The social validity was also discussed based on the results of interviewing the subject’s mother and t

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19

Chen, Yi-Show, and 陳依秀. "The Effects of Peer-implemented Pivotal Response Training on Learning adaptive behaviors for Children with Autism." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/z365k9.

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碩士<br>國立臺東大學<br>進修部暑期特教碩士班<br>98<br>The Effects of Peer-implemented Pivotal Response Training on Learning adaptive behaviors for Children with Autism Yi-Show Chen Abstract The purpose of this study was to investigate the effect of Peer-implemented Pivotal Response Training on learning adaptive behaviors of children with Autism. Two typical peers from third grade and one autism child participated in the study. A multiple baselines across settings was used in the study to assess the effects of using Peer-implemented Pivotal Response Training. Data during the study collected for each particip

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20

Hsin, Yi-Wei, and 辛怡葳. "The Study of Pivotal Response Training to Increase the Effect of Socially Spontaneous Communication by Junior High School Students with Autism Spectrum Disorders." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/72314027197569400600.

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碩士<br>臺北市立師範學院<br>身心障礙教育研究所<br>91<br>This study evaluated the efficacy of Pivotal Response Training (PRT) for increasing socially spontaneous communication by junior high school students with autism spectrum disorders. Three junior high school students with autism spectrum disorders, who had no spontaneous communication, were trained to use PRT. A-B-M-P design, the multiple baselines across subjects, was used in the study. The independent variable of the study was PRT training courses. The dependent variable of the study was socially spontaneous communication. The results showed that (a) after

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Ulrich, Christina Ann. "The evidence-based drama practitioner : the design and implementation of a drama program for very young children with Autism Spectrum Disorder and their parents." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5726.

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This thesis explores the applications of a drama-based intervention program for very young children with Autism Spectrum Disorder (ASD) and their parents. Drama-based pedagogy and practice is merged with behavioral principles from the world of Applied Behavior Analysis (ABA) to create an interdisciplinary program tailored specifically for the unique learning needs of children with ASD. This document offers a comprehensive overview of the history of diagnosis and treatment of ASD and the many factors that can influence relationships between children with ASD and their parents. A drama-based int

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Lai, Yueh-Rue, and 賴月汝. "The Effectiveness of Peer Turtoring by Pivotal Responses Training to Increase Social Skills for the Autism Specturm." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/88872310099702588400.

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碩士<br>臺北市立教育大學<br>身心障礙教育研究所<br>94<br>This study evaluated the effectiveness of peer tutoring by Pivotal Responses Training（PRT） to increase social skills for the autism spectrum. Two young children with autism enrolled in the elementary school and one child with autism enrolled in the kindergarden were trained A-B-M design , the most basic experimental design in single-case research ,was used in the study. The independent variable of the study was peer tutoring by PRT. The dependent variable was the social skills of autism. The results of this study well as follows: (1) peer tutoring trained b

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