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

Gülden Bozkuş Genç; Şerife Yücesoy Özkan

doi:10.20489/intjecse.82333

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

Yıl 2014, , 221 - 246, 14.07.2015

Gülden Bozkuş Genç , Şerife Yücesoy Özkan

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.

Anahtar Kelimeler

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.
Koegel, R. L., Camarata, S., Koegel, L. K., Ben-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., 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.
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Yıl 2014, , 221 - 246, 14.07.2015

Gülden Bozkuş Genç , Şerife Yücesoy Özkan

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

Anahtar Kelimeler

Temel tepki öğretimi, bilimsel dayanaklı uygulamalar, otizm spektrum bozukluğu

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.
Koegel, R. L., Camarata, S., Koegel, L. K., Ben-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., 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.
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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

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

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