BibTex RIS Kaynak Göster

Pivotal Response Teaching for Children with Autism Spectrum Disorders: An Overview*

Yıl 2014, Cilt: 6 Sayı: 2, 221 - 246, 14.07.2015
https://doi.org/10.20489/intjecse.82333

Öz

In recent years, the increasing of number of children diagnosed with autism spectrum disorder has led to the diversity in interventions for children with autism spectrum disorder. This diversity of interventions has brought forward evidence-based interventions, which is used in the education of children with autism spectrum disorder. Pivotal response teaching is one of the evidence-based interventions, which is used in the education of children with autism spectrum disorder. The purpose of this current study is to depict the pivotal response teaching, explain the general characteristics of pivotal response teaching, and provide information about how to plan a training session, which is carried out using pivotal response teaching.

Keywords: Pivotal response teaching, evidence-based interventions, autism spectrum disorder. 

Kaynakça

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
  • Bakeman, R. & Adamson, L.B. (1984). Coordinating attention to people and objects in mother-infant and peer-infant interaction. Child Development, 55(4), 1278-1289.
  • Baker, B. L. (1989). Parent Training and Developmental Disabilities. Monographs of the American Association on Mental Retardation, 13. Washington, DC: American Association on Mental Retardation.
  • Bates, E., Camaioni, L., & Volterra, V. (1975). The acquisition of performatives prior to speech. Merrill-Palmer Quarterly, 21(3), 205-226.
  • Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162.
  • Bird, F., Dores, P. A., Moniz, D., & Robinson, J. (1989). Reducing severe aggressive and self-injurious behaviors with functional communication training. American Journal on Mental Retardation, 94, 37-48.
  • Breen C. G. & Harring, T.G. (1991). Effects of contextual dependence on social initiations. Journal of Applied Behavior Analysis, 24, 337-347.
  • Browder, D. M. (2001). Curriculum and assessment for students with moderate and severe disabilities. The Guilford Press: New York.
  • Brown, F. & Cohen, S. (1996). Self-determination and young children. Journal of the Association for Persons with Severe Handicaps, 21, 22-30.
  • 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.
  • Camarata, (1996). On the importance of integrating naturalistic language, social intervention, and speech intelligibility training. In L. K. Koegel, R. L. Koegel, G. Dunlap (Eds.), Positive behavioral support: Including people with difficulty behavior in the community (pp.333-351). Baltimore: Paul H.Brookes Publishing Co.
  • Centers for Disease Control and Prevention (2012). http://www.cdc.gov/media/releases/2012/p0329_autism_disorder.html web adresinden 18.05.2013 tarihinde erişilmiştir.
  • Charlop, M. H. & Trasowech, J. E. (1991). Increasing autistic children’s spontaneous verbalizations of affection: an assessment of time delay and peer-mediated procedures. Journal of Applied Behavior Analysis, 19, 307-314.
  • Cowan, R. J. & Allen, K. D. (2007). Using naturalistic procedures to enhance learning in ındividuals with autism: A focus on generalized teaching within the school setting. Psychology in the Schools, 44, 701-715.
  • Dattilo, J. & Camarata, S. (1991). Facilitating conversation through self-initiated augmentative communication treatment. Journal of Applied Behavior Analysis, 24, 369-378.
  • Dawson, G. & Osterling, J. (1997). Early intervention in autism. In M.J. Guralnick (Ed.). The effectiveness of early intervention (pp. 307-326). Baltimore: Paul H. Brookes Publishing Co.
  • Dunlap, G. & Koegel, R. L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13, 619-627.
  • Dunlap, G., Koegel, R. L., & Burke, J. C. (1981). Educational implications of stimulus over selectivity in autistic children. Exceptional Education Quarterly, 20, 37-49.
  • Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515-524.
  • Frea, W. D. (1995). Social-communicative skills in higher-functioning children with autism. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism (pp. 53-66). Baltimore, MD: Paul H. Brookes.
  • Gresham, F. M. & MacMillan, D. L. (1998). Early intervention project: Can its claims be substantiated and its effects replicated? Journal of Autism and Developmental Disorders, 28, 5-18.
  • Guralnick, M. J. (1997). The Effectiveness of Early Intervention. Baltimore: Paul H. Brookes Publishing Co.
  • Harris, S. L., Wolchink, S. A., & Weitz, S. (1981). The acquisition of language skills by autistic children: Can parents do the job? Journal of Autism and Developmental Disorders, 11, 373-384.
  • Hewett, F. M. (1965). Teaching speech to autistic children through operant conditioning. American Journal of Orthopsychiatry, 34, 927-936.
  • Kasari, C. (2002). Assessing change in early intervention programs with children autism.
  • Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M., (1999). Pivotal response intervention I: Overview of approach. The Journal of the Association for Persons with Severe Handicaps, 24(3), 174-85.
  • 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. (1990). Extended reductions in stereotypic behaviors through self-management in multiple community settings. Journal of Applied Behavior Analysis, 1, 119-127.
  • Koegel, L. K. & Koegel, R. L. (2006). Pivotal response treatments for autism communication, social, & academic development. Baltimore: Paul H. Brookes Publishing Co.
  • Koegel, L. K., Koegel, R. L., & Carter, C. M., (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28(4), 576-594.
  • Koegel, L. K., Koegel, R. L., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. The Journal of the Association for Persons with Severe Handicaps, 24(3), 186-98.
  • Koegel, R. L. & Mentis, M. (1985). Motivation in childhood autism: Can they or won’t they? Journal of Child Psychology and Psychiatry, 26, 185-191.
  • Koegel, R. L., O’Dell, M., & Dunlap, G. (1988). Producing speech use in nonverbal autistic children by reinforcing attemts. Journal of Autism and Developmental Disorders, 18(4), 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(2), 187-200.
  • Koegel, R. L., Openden, D., Fredeen, R. M., & Koegel, L. K. (2006). The Basics of pivotal response treatment. In R. L. Koegel ve L. K. Koegel (Eds.), Pivotal response treatments for autism: Communication, social, and academic development (pp. 3–30). Baltimore, MD: Brookes.
  • Koegel, R. L., Schreffirnan, L., Good, A., Cerniglia, L., Murphy, C., &
  • Koegel, R. L. (1989). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara: Universty of California.
  • Koegel, R. L., Vernon, T. W., & Koegel, L. K. (2009). Improving social initiations in young children with autism using reinforcers with embedded social interactions. Journal of Autism and Developmental Disorders, 39(9), 1240-1251.
  • 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. (2012). The PRT pocket guide, pivotal response treatment for autism spectrum disorders. Baltimore: Paul H. Brookes Publishing Co.
  • Koegel, R. L., & Wilhelm, H. (1973). Selective responding to the components of multiple visual cues. Journal of Experimental Child Psychology, 15, 442-453.
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Yıl 2014, Cilt: 6 Sayı: 2, 221 - 246, 14.07.2015
https://doi.org/10.20489/intjecse.82333

Öz

Son yıllarda, otizm spektrum bozukluğu tanısı alan çocukların sayısının giderek artması, otizm spektrum bozukluğu olan çocuklara yönelik uygulamalarda da çeşitliliğe neden olmuştur. Uygulamadaki bu çeşitlilikler, otizm spektrum bozukluğu olan çocukların eğitimlerinde kullanılan bilimsel dayanaklı uygulamaları gündeme getirmiştir. Otizm spektrum bozukluğu olan çocukların eğitiminde kullanılan bilimsel dayanaklı uygulamalardan birisi temel tepki öğretimidir. Bu çalışmanın amacı; temel tepki öğretimini tanımlamak, genel özelliklerini açıklamak ve temel tepki öğretimi kullanılarak gerçekleştirilecek bir öğretim oturumunun nasıl planlanacağı hakkında bilgi vermektir

Kaynakça

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
  • Bakeman, R. & Adamson, L.B. (1984). Coordinating attention to people and objects in mother-infant and peer-infant interaction. Child Development, 55(4), 1278-1289.
  • Baker, B. L. (1989). Parent Training and Developmental Disabilities. Monographs of the American Association on Mental Retardation, 13. Washington, DC: American Association on Mental Retardation.
  • Bates, E., Camaioni, L., & Volterra, V. (1975). The acquisition of performatives prior to speech. Merrill-Palmer Quarterly, 21(3), 205-226.
  • Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162.
  • Bird, F., Dores, P. A., Moniz, D., & Robinson, J. (1989). Reducing severe aggressive and self-injurious behaviors with functional communication training. American Journal on Mental Retardation, 94, 37-48.
  • Breen C. G. & Harring, T.G. (1991). Effects of contextual dependence on social initiations. Journal of Applied Behavior Analysis, 24, 337-347.
  • Browder, D. M. (2001). Curriculum and assessment for students with moderate and severe disabilities. The Guilford Press: New York.
  • Brown, F. & Cohen, S. (1996). Self-determination and young children. Journal of the Association for Persons with Severe Handicaps, 21, 22-30.
  • 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.
  • Camarata, (1996). On the importance of integrating naturalistic language, social intervention, and speech intelligibility training. In L. K. Koegel, R. L. Koegel, G. Dunlap (Eds.), Positive behavioral support: Including people with difficulty behavior in the community (pp.333-351). Baltimore: Paul H.Brookes Publishing Co.
  • Centers for Disease Control and Prevention (2012). http://www.cdc.gov/media/releases/2012/p0329_autism_disorder.html web adresinden 18.05.2013 tarihinde erişilmiştir.
  • Charlop, M. H. & Trasowech, J. E. (1991). Increasing autistic children’s spontaneous verbalizations of affection: an assessment of time delay and peer-mediated procedures. Journal of Applied Behavior Analysis, 19, 307-314.
  • Cowan, R. J. & Allen, K. D. (2007). Using naturalistic procedures to enhance learning in ındividuals with autism: A focus on generalized teaching within the school setting. Psychology in the Schools, 44, 701-715.
  • Dattilo, J. & Camarata, S. (1991). Facilitating conversation through self-initiated augmentative communication treatment. Journal of Applied Behavior Analysis, 24, 369-378.
  • Dawson, G. & Osterling, J. (1997). Early intervention in autism. In M.J. Guralnick (Ed.). The effectiveness of early intervention (pp. 307-326). Baltimore: Paul H. Brookes Publishing Co.
  • Dunlap, G. & Koegel, R. L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13, 619-627.
  • Dunlap, G., Koegel, R. L., & Burke, J. C. (1981). Educational implications of stimulus over selectivity in autistic children. Exceptional Education Quarterly, 20, 37-49.
  • Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515-524.
  • Frea, W. D. (1995). Social-communicative skills in higher-functioning children with autism. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism (pp. 53-66). Baltimore, MD: Paul H. Brookes.
  • Gresham, F. M. & MacMillan, D. L. (1998). Early intervention project: Can its claims be substantiated and its effects replicated? Journal of Autism and Developmental Disorders, 28, 5-18.
  • Guralnick, M. J. (1997). The Effectiveness of Early Intervention. Baltimore: Paul H. Brookes Publishing Co.
  • Harris, S. L., Wolchink, S. A., & Weitz, S. (1981). The acquisition of language skills by autistic children: Can parents do the job? Journal of Autism and Developmental Disorders, 11, 373-384.
  • Hewett, F. M. (1965). Teaching speech to autistic children through operant conditioning. American Journal of Orthopsychiatry, 34, 927-936.
  • Kasari, C. (2002). Assessing change in early intervention programs with children autism.
  • Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M., (1999). Pivotal response intervention I: Overview of approach. The Journal of the Association for Persons with Severe Handicaps, 24(3), 174-85.
  • 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. (1990). Extended reductions in stereotypic behaviors through self-management in multiple community settings. Journal of Applied Behavior Analysis, 1, 119-127.
  • Koegel, L. K. & Koegel, R. L. (2006). Pivotal response treatments for autism communication, social, & academic development. Baltimore: Paul H. Brookes Publishing Co.
  • Koegel, L. K., Koegel, R. L., & Carter, C. M., (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28(4), 576-594.
  • Koegel, L. K., Koegel, R. L., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. The Journal of the Association for Persons with Severe Handicaps, 24(3), 186-98.
  • Koegel, R. L. & Mentis, M. (1985). Motivation in childhood autism: Can they or won’t they? Journal of Child Psychology and Psychiatry, 26, 185-191.
  • Koegel, R. L., O’Dell, M., & Dunlap, G. (1988). Producing speech use in nonverbal autistic children by reinforcing attemts. Journal of Autism and Developmental Disorders, 18(4), 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(2), 187-200.
  • Koegel, R. L., Openden, D., Fredeen, R. M., & Koegel, L. K. (2006). The Basics of pivotal response treatment. In R. L. Koegel ve L. K. Koegel (Eds.), Pivotal response treatments for autism: Communication, social, and academic development (pp. 3–30). Baltimore, MD: Brookes.
  • Koegel, R. L., Schreffirnan, L., Good, A., Cerniglia, L., Murphy, C., &
  • Koegel, R. L. (1989). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara: Universty of California.
  • Koegel, R. L., Vernon, T. W., & Koegel, L. K. (2009). Improving social initiations in young children with autism using reinforcers with embedded social interactions. Journal of Autism and Developmental Disorders, 39(9), 1240-1251.
  • 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. (2012). The PRT pocket guide, pivotal response treatment for autism spectrum disorders. Baltimore: Paul H. Brookes Publishing Co.
  • Koegel, R. L., & Wilhelm, H. (1973). Selective responding to the components of multiple visual cues. Journal of Experimental Child Psychology, 15, 442-453.
  • Koegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26(3), 347-359.
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  • 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, 243-252.
  • Koegel, R. L., Koegel, L. K., Frea, W. D., & Smith, A. E. (1995). Emerging
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  • Koegel, R. L., Koegel, L. K., Kellegrew, D., & Mullen, K. (1996). Parent education for prevention and reduction of severe problem behaviors. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 3–30). Baltimore: Brookes.
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  • 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.
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  • Maehr, M., & Meyer, H. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go. Educational Psychology Review, 9, 371-409.
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  • McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of the Association for Persons with Severe Handicapped, 24(3), 133-146.
  • Moes, D. R. (1995). Parent education and parenting stress. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 79-93). Baltimore: Paul H. Brookes.
  • Mundy, P., & Gomes, A. (1996). Individual differences in joint attention skill development in the second year. Infant Behaviour and Development, 21, 469- 482.
  • Mundy, P., & Newell, L. (2007). Attention, joint attention, and social cognition. Current Directions in Psychology Science, 16, 269-274.
  • Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986).Defining the social deficits of autism: The contribution of non-verbal communication measures. Journal ofChild Psychology and Psychiatry, 27(5), 657-669.
  • Munndy, P., Sigman, M., & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 3, 343-349.
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  • National Research Council. (2001). Educating children with autism. In C. Lord & James P. McGee (Eds), Committee on educational interventions for autism. Washington, DC: National Academy Press.
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  • Odom, S. L., Collet-Klingenberg, l., Rogers, S. J., & Hatton, D. D. (2010). Evidence based practices in interventions for children and youth with autism spectrum disorder. Preventing School Failure, 54, 275-282.
  • Oke, N. J. & Schreibman, L. (1990). Training social initiations to a high-functioning autistic child: Assessment of collateral behavior change and generalization in a case study. Journal of Autism and Developmental Disorders, 20(4), 479-497.
  • Ploog, B. O. (2010). Stimulus over selectivity four decades later: A review of the literature and its implications for current research in autism spectrum disorder. Journal of Autism and Developmental Disorders, 40, 1332-1349.
  • Prizant, B. M. & Wetherby, A. M. (1987). Communicative intent: A framework for understanding social-communicative behavior in autism. Journal of American Academy of Child and Adolescent Psychiatry, 26(4), 472-479.
  • Renshaw, T. L. & Kuriakose, S. (2011). Pivotal response treatment for children with autism: Core principles and applications for school psychologists. Journal of Applied School Psychology, 27, 181-200.
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  • Schreibman, L. (1985). Effects of within-stimulus and extra-stimulus prompting on discrimination learning in autistic children. Journal of Applied Behavior Analysis, 8, 91-112.
  • Schreibman, L., Charlop, M. H., & Koegel, R. L. (1982). Teaching autistic children to use extra stimulus prompts. Journal of Experimental Child Psychology, 33, 475- 491.
  • Schreibman, L., Kaneko, W. M., & Koegel, R. L. (1991). Positive affect of parents of autistic children: A comparison across two teaching techniques. Behaviour Therapy, 22, 479-490.
  • Schreibman, L., Stahmer, A. C., & Pierce, K. L. (1996). Alternative applications of pivotal response training: Teaching symbolic play and social interaction skills. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 353-371). Baltimore: Brookes.
  • Sheinkopf, S. J., & Siegel, B. (1998). Home based behavioral treatment of young children with autism. Journal of Autism and Developmental Disorders, 28, 15- 23.
  • Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 140-149.
  • Stahmer, A. Akshoomoff, N. A., & Cunningham, A. B. (2011). Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program. Autism, 15(5), 1-17.
  • Stahmer, A. C. & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25, 447-459.
  • Stahmer, A. C., Suhrheinrich, J., Reed, J., & Schreibman, L. (2012). What works for you? Using teacher feedback to inform adaptations of pivotal response training for classroom use. Autism Research and Treatment, 1-11.
  • Stahmer, A. C., Suhrheinrich, J., Reed, S., Bolduc, C., & Schreibman, L. (2010). Pivotal response teaching in the classroom setting. Preventing School Failure, 54, 265- 274.
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  • Suhrheinrich, J. (2011). A sustainable model for training teachers to use pivotal response training, Pro Quest LLC, Dissertation, University of California, San Diego, USA.
  • Tager-Flusberg, H. (1996). Brief Report: Current theory and research on language and communication in autism. Journal of Autism and Developmental Disorders, 26, 169- 172.
  • Taylor, B. A., & Harris, S. L. (1995). Teaching children with autism to seek information: Acquisition of novel information and generalization of responding. Journal of Applied Behavior Analysis, 28, 3-14.
  • Tekin-İftar, E. (2012). Davranış kayıt teknikleri. Tekin-İftar, E. (Ed.). Eğitim ve davanış bilimlerinde tek-denekli araştırmalar. Ankara: Türk Psikologlar Derneği Yayınları.
  • Thompson, T. (2011). Individualized autism intervention for young children. Baltimore: Paul. H. Brookers Publishing Co.
  • Voos, A. C., Pelphrey, K. A., Tirrell, J., Bolling, D. Z., Wyk, B. V., Kaiser, M. D. McPartland, J. C., Volkmar, F. R., & Ventola, P. (2013). Neural mechanisms of improvements in social motivation after pivotal response treatment: Two case studies. Journal of Autism and Developmental Disorders, 43, 1-10.
  • Wetherby, A., & Prutting, C. (1984). Profiles of communicative and cognitive-social abilities in autistic children. Journal of Speech & Hearing Research, 27, 364- 377.
  • Wikipedia (2013). [http://tr.wikipedia.org/wiki/Doğal_çevre] adresinden 31.05.2013 tarihinde erişilmiştir.
  • Williams, J. A., Koegel, R. L., & Egel, A. L. (1981). Response-reinforcer relationships and improved learning in autistic children. Journal of Applied Behavior Analysis, 14, 53-60.
  • Yoder, P. J., Warren, S. F., & Hull, L. (1995). Predicting children’s response to prelinguistic communication intervention. Journal of Early Intervention, 19(1), 74-84.
  • Yücesoy Özkan, Ş. (2009). Zihin yetersizliği olan öğrencilere yönelik hazırlanan kendini yönetme stratejileri öğretim paketinin etkililiği. Eskişehir: Anadolu Üniversitesi Yayınları, Yayın No: 1984.
  • Yücesoy Özkan, Ş. (2011). Kendini yönetme stratejileri. Yayımlanmamış yüksek lisans ders notları. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
Toplam 95 adet kaynakça vardır.

Ayrıntılar

Birincil Dil tr, en
Bölüm Makaleler
Yazarlar

Gülden Bozkuş Genç

Şerife Yücesoy Özkan

Yayımlanma Tarihi 14 Temmuz 2015
Yayımlandığı Sayı Yıl 2014 Cilt: 6 Sayı: 2

Kaynak Göster

APA Bozkuş Genç G., & Yücesoy Özkan, Ş. (2015). Pivotal Response Teaching for Children with Autism Spectrum Disorders: An Overview*. International Journal of Early Childhood Special Education, 6(2), 221-246. https://doi.org/10.20489/intjecse.82333