Fostering self-management: Parent-delivered pivotal response training for children with autistic disorder.

Schreibman, Laura; Koegel, Robert L.

doi:10.1037/10196-020

Cited by 41 publications

(19 citation statements)

References 40 publications

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“…In PRT, students initiate the teaching episode by indicating interest in an item or activity or selecting among available teaching materials. Materials are varied frequently to enhance student motivation and generalization of skills and make PRT appropriate for targeting expressive and spontaneous language (Koegel, O’Dell, & Koegel, 1987; Koegel et al, 1989; Laski, Charlop, & Schreibman, 1988; Pierce & Schreibman, 1997; Schreibman & Koegel, 1996). After the student expresses interest in an activity or item, they are required to perform a specific behavior related to the item.…”

Section: Methodsmentioning

confidence: 99%

Training Teachers to Use Evidence‐based Practices for Autism: Examining Procedural Implementation Fidelity

Stahmer

Rieth

Lee

et al. 2014

Psychology in the Schools

151

115

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The purpose of this study was to examine the extent to which public school teachers implemented evidence-based interventions for students with autism in the way these practices were designed. Evidence-based practices for students with autism are rarely incorporated into community settings, and little is known about the quality of implementation. An indicator of intervention quality is procedural implementation fidelity (the degree to which a treatment is implemented as prescribed). Procedural fidelity likely affects student outcomes. This project examined procedural implementation fidelity of three evidence-based practices used in a randomized trial of a comprehensive program for students with autism in partnership with a large, urban school district. Results indicate that teachers in public school special education classrooms can learn to implement evidence-based strategies; however they require extensive training, coaching, and time to reach and maintain moderate procedural implementation fidelity. Procedural fidelity over time, and across intervention strategies is examined.

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Section: Methodsmentioning

confidence: 99%

Training Teachers to Use Evidence‐based Practices for Autism: Examining Procedural Implementation Fidelity

Stahmer

Rieth

Lee

et al. 2014

Psychology in the Schools

151

115

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show abstract

“…To illustrate, a randomized trial with 58 participating families has shown that children of more responsive and educated parents are more likely to benefit from Prelinguistic Milieu Teaching, while children of less responsive and educated mothers benefit more from responsive small group instruction (Yoder and Warren, 1998). In another example, training in self-management may be more successfully implemented by parents for whom child independence is important (Schreibman and Koegel, 1996). However, certain cultures may not place a strong emphasis on child independence; thus, the parents may not choose to use self-management with their child or may use it ineffectively.…”

Section: Individualization Based On Family Characteristicsmentioning

confidence: 99%

Toward a technology of treatment individualization for young children with autism spectrum disorders

2011

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Although the etiology of autism spectrum disorders (ASD) and early development of the ASD are not yet well understood, recent research in the field of autism has heavily emphasized the importance of early intervention (i.e. treatment before the age of 4 years). Currently, several methods have been demonstrated to be efficacious with some children however no treatment completely ameliorates the symptoms of ASD or works for all children with the disorder. The heterogeneity and developmental nature of the disorder make it unlikely that one specific treatment will be best for all children, or will work for any one child throughout his or her educational career. Thus, this paper examines early research validating different technologies for individualizing treatment. A discussion of current research on pre-treatment characteristics associated with differential outcomes in treatment, including child, family, and practitioner variables; and how specific intervention techniques address each of those pre-treatment characteristics is provided. The ultimate goal of this line of research is to enable practitioners to prospectively tailor treatments to specific children and increase the overall rate of positives outcomes for children with autism. Research that furthers understanding of how to match clients with efficacious treatments will decrease the outcome variability that characterizes early intervention research at present, and provide for the most efficient allocation of resources during the critical early intervention time-period. This type of research is in its infancy, but is imperative if we are to determine a priori which treatment method will be most effective for a specific child.

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“…Sanz and Menendez (1996) and Sanz-Aparicio and Balaña (2003) experimentally demonstrated the superiority of such methods over the use of written materials with parents of infants with Down Syndrome. There is robust evidence that parents can effectively deliver interventions for children with autism and effect desired child changes (Koegel et al 1978; Harris et al 1981; Short 1984; Laski et al 1988; Koegel et al 1996; Schreibman and Koegel 1997; Charlop-Christy and Carpenter 2000; Diggle et al 2002). …”

Section: Introductionmentioning

confidence: 99%

Autism Treatment in the First Year of Life: A Pilot Study of Infant Start, a Parent-Implemented Intervention for Symptomatic Infants

Rogers

Vismara

Wagner

et al. 2014

J Autism Dev Disord

291

219

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The goal of early autism screening is earlier treatment. We pilot-tested a 12-week, low-intensity treatment with seven symptomatic infants ages 7–15 months. Parents mastered the intervention and maintained skills after treatment ended. Four comparison groups were matched from a study of infant siblings. The treated group of infants was significantly more symptomatic than most of the comparison groups at 9 months of age but was significantly less symptomatic than the two most affected groups between 18 and 36 months. At 36 months, the treated group had much lower rates of both ASD and DQs under 70 than a similarly symptomatic group who did not enroll in the treatment study. It appears feasible to identify and enroll symptomatic infants in parent-implemented intervention before 12 months, and the pilot study outcomes are promising, but testing the treatment’s efficacy awaits a randomized trial.

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Fostering self-management: Parent-delivered pivotal response training for children with autistic disorder.

Cited by 41 publications

References 40 publications

Training Teachers to Use Evidence‐based Practices for Autism: Examining Procedural Implementation Fidelity

Training Teachers to Use Evidence‐based Practices for Autism: Examining Procedural Implementation Fidelity

Toward a technology of treatment individualization for young children with autism spectrum disorders

Autism Treatment in the First Year of Life: A Pilot Study of Infant Start, a Parent-Implemented Intervention for Symptomatic Infants

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