Pivotal response therapy
From Wikipedia, the free encyclopedia
 |
This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (November 2007) |
| This article may not meet the general notability guideline or one of the following specific guidelines for inclusion on Wikipedia: Biographies, Books, Companies, Fiction, Music, Neologisms, Numbers, Web content, or several proposals for new guidelines. If you are familiar with the subject matter, please expand or rewrite the article to establish its notability. The best way to address this concern is to reference published, third-party sources about the subject. If notability cannot be established, the article is more likely to be considered for redirection, merge or ultimately deletion, per Wikipedia:Guide to deletion. This article has been tagged since November 2007. |
Pivotal response therapy (PRT), also referred to as pivotal response treatment or pivotal response training, is a behavioral intervention therapy for autism. Pivotal response therapy advocates contend that behavior hinges primarily on two 'pivotal' behavioral skills, motivation and the ability to respond to multiple cues, and that development of these skills will result in overall behavioral improvements. In 2005, Simpson identified Pivotal Response Treatment as one of the 4 scientifically-based treatments.[1]
Contents |
[edit] History
Initially attempts to treat autism were mostly unsuccessful, and in the 1960s researchers began to focus on behavioral intervention therapies. Though these interventions enjoyed a degree of success, they came with many limitations. These limitations include the long hours needed for thousands of trials and limited generalization to new environments. Drs. Lynn and Robert Koegel incorporated ideas from the Natural Language Paradigm in developing a better model to develop verbal communication in children with autism. Drs. Lynn and Robert Koegel theorized that, if effort was focused on certain pivotal responses, intervention would be more successful and efficient. As they saw it, developing these pivotal behaviors will result in widespread improvement in other areas. Pivotal Response Theory (PRT) is based on a belief that autism is a much less severe disorder than originally thought.
[edit] Theory
Pivotal Response Treatment is a naturalistic intervention model derived from the principals of Applied Behavior Analysis. Rather than target individual behaviors one at a time, PRT targets pivotal areas of a child's development, such as motivation, responsivity to multiple cues, self-management, and social initiations. By targeting these critical areas, PRT results in widespread, collateral improvements in other social, communicative, and behavioral areas that are not specifically targeted. The underlying motivational strategies of PRT are incorporated throughout intervention as often as possible, and they include child choice, task variation, interspersing maintenance tasks, rewarding attempts, and the use of direct and natural reinforcers. The child plays a crucial role in determining the activities and objects that will be used in the PRT exchange. Intentful attempts at the target behavior are rewarded with a natural reinforcer (e.g, If a child attempts a request for a stuffed animal, the child receives the animal, not a piece of candy or other unrelated reinforcer). Pivotal Response Treatment is used to teach language, decrease disruptive/self-stimulatory behaviors, and increase social, communication, and academic skills. The two primary pivotal areas of pivotal response therapy involve motivation and self-initiated activities. Three others are self-management, empathy, and the ability to respond to multiple signals, or cues. Play environments are used to teach pivotal skills, such as turn-taking, communication, and language. This training is child-directed: the child makes choices that direct the therapy. Emphasis is also placed upon the role of parents as primary intervention agents. Simpson (2005) noted that PRT was a scientifically based practice for treating autism. The effectiveness of pivotal response therapies has been proven, but ongoing research of its effects on autistic children is being conducted.[2]
[edit] Footnotes
- ^ Simpson R.L. (2005). "Evidence-based practicies and students with autism spectrum disorders". Focus on Autism and other Developmental Disabilities 20 (3): 140–149.
- ^ Simpson R.L. (2005). "Evidence-based practicies and students with autism spectrum disorders". Focus on Autism and other Developmental Disabilities 20 (3): 140–149.
[edit] References
- Robert L. Koegel and Lynn Kern Koegel. Pivotal Response Treatments for Autism : Communication, Social, and Academic Development.
- Lynn Kern Koegel and Claire LaZebnik. Overcoming Autism.
- Robert L. Koegel and Lynn Kern Koegel. Teaching Children with Autism: Strategies for Initiating Positive Interactions and Improving Learning Opportunities.
- Lynn Kern Koegel, Robert L. Koegel, and Glen Dunlap. Positive Behavioral Support: Including People with Difficult Behavior in the Community.
- Robert L. Koegel, Laura Shreibman, Amy Good, Laurie Cerniglia, Clodagh Murphy, Lynn Kern Koegel. How to Teach Pivotal Behaviors to Children with Autism.
- "Pivotal teaching interactions for children with autism" (1999). School Psychology Review.
- Koegel LK, Koegel RL, Harrower JK, Carter CM (1999). "Pivotal response intervention I: Overview of approach". Journal of the Association for Persons with Severe Handicaps 24: 174. doi:.
- Koegel LK, Koegel RL, Shoshan Y, McNerney E (1999). "Pivotal response intervention II: Preliminary long-term outcomes data". Journal of the Association for Persons with Severe Handicaps 24: 186. doi:.
- Koegel LK (2000). "Interventions to facilitate communication in autism". Journal of Autism and Developmental Disorders 30: 383. doi:.
- Koegel RL, Koegel LK, McNerney E (2001). "pivotal behaviors in the treatment of autism". Journal of Clinical Child Psychology.
- Koegel RL, Carter CM, Koegel LK (2003). "Teaching children with autism self-initiations as a pivotal response". Topics in Language Disorders.
- Koegel RL, Brookman L, Koegel LK (2003). "Autism: Pivotal response intervention and parent empowerment". Trends in Evidence-based Neuropsychiatry.
- Bryson SE, Koegel LK, Koegel RL, Openden D, Smith IM, Nefdt N (2007). "Large scale dissemination and community implementation of Pivotal Response Treatment: Program description and preliminary data". Research and Practice for Persons with Severe Disabilities.
- Koegel RL, O'Dell MC, Koegel LK (1987). "A natural language teaching paradigm for nonverbal autistic children". Journal of Autism and Developmental Disorders 17: 187. doi:.[1]
- Harper CB, Symon JBG, Frea WD (2007). "Recess is time-in: using peers to improve social skills of children with autism". J Autism Dev Disord 38: 815. doi:. PMID 17874290.
- Koegel LK, Koegel R, Nefdt N, Fredeen R, Klein E, Bruinsma YEM (2005). "First S.T.E.P.: A Model for Early Identification of Children with Autism Spectrum Disorders". Journal of Positive Behavior Interventions 7: 247. doi:.
- Simpson R.L. (2005). "Evidence-based practicies and students with autism spectrum disorders". Focus on Autism and other Developmental Disabilities.
[edit] External links
- UCSB Koegel Autism Center - UCSB Koegel Autism Center
- UCSB University of California, Santa Barbara
- UCSB website University of California, Santa Barbara Website
- PRT Training Manuals - Behavior Management Student Organization: PRT Training Manuals
|
|||||||||||||||||
