Pivotal Response Treatments for Autism

Edited by:
Robert L. Koegel, Ph.D., & Lynn Kern Koegel, Ph.D., with invited contributors

Recognized as one of the top state-of-the-art treatments for autism in the United States,* the innovative Pivotal Response Treatment uses natural learning opportunities to target and modify key behaviors in children with autism, leading to widespread positive effects on communication, behavior, and social skills. The product of 20 years of research from Robert and Lynn Koegel — co-founders of the renowned Koegel Autism Research Center at the University of California, Santa Barbara — this proven approach is now clearly presented in one accessible book. Keeping parents involved in every aspect of behavioral intervention, therapists and educators of children from preschool to elementary school will use the research-supported PRT strategies to:

advance children’s communication and language skills, even in extremely challenging cases

foster social interactions and friendships with typically developing peers
reduce disruptive behaviors by combining functional assessment with self-management strategies
aid early identification and intervention
reduce ritualistic behaviors and broaden children’s interests
improve children’s performance in school activities and on homework assignments

Because PRT works with each child’s natural motivations and stresses functional communication over rote learning, this comprehensive model helps children develop skills they can really use. With this timely resource, educators and therapists will support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement in natural, inclusive settings.

* National Research Council of the National Academy of Sciences, 2001

Table of Contents

I. Overview of PRT

An Overview of Pivotal Response Treatment
Robert L. Koegel, Daniel Openden, Rosy Fredeen, and Lynn Kern Koegel
A Screening, Training, and Education Program (First S.T.E.P.)
Lynn Kern Koegel, Nicolette Nefdt, Robert L. Koegel, Yvonne Bruinsma, and Rosy Matos Fredeen
Interventions in General Education Classrooms — “One Boy’s Story as Seen by His Mother”
Cheryl Fisher-Polites
Incorporating Motivational Procedures to Improve Homework Performance
Robert L. Koegel, Quy Tran, Amanda Mossman, and Lynn Kern Koegel
Parent Education Programs — From the Perspective of Parents
Jennifer B. Symon, Robert L. Koegel, and George H.S. Singer
Considering Cultural Diversity in Intervention Programs
Karen Sze and Robert L. Koegel

II. Development of Communication

Developmental Trajectories with Early Interventions
Robert L. Koegel, Yvonne E.M. Bruinsma, and Lynn Kern Koegel
First Words: Getting Verbal Communication Started
Robert L. Koegel, Karen Sze, Amanda Mossman, Lynn Kern Koegel, and Lauren Brookman-Frazee
The Pivotal Role of Initiations in the Habilitation of Children with Autism
Rosy Matos Fredeen and Robert L. Koegel

III: Social Development

Improving Socialization in Inclusive Settings
Robert L. Koegel, Eileen F. Klein, Lynn Kern Koegel, Mendy A. Boettcher, Lauren Brookman-Frazee, and Daniel Openden
Play Dates, Social Interactions, and Friendships
Grace A. Werner, Laurie A. Vismara, Robert L. Koegel, and Lynn Kern Koegel

IV: Reducing Disruptive Behavior and Broadening Children’s Interests

Reducing Ritualistic Behaviors and Broadening Children’s Interests
Robert L. Koegel, Jane Lacy Talebi, and Lynn Kern Koegel
Improving Social-Communication, Empathy and Pragmatics in Individuals with Asperger Syndrome or High-Functioning Autism
Lynn Kern Koegel, Jane Lacy Talebi, Robert L. Koegel, and Cynthia Marie Carter
Combining Functional Assessment and Self-Management Procedures to Rapidly Reduce Disruptive Behaviors
Lynn Kern Koegel, Robert L. Koegel, and Mendy A. Boettcher

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