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Koegel, Robert L.; Bradshaw, Jessica L.; Ashbaugh, Kristen; Koegel, Lynn Kern – Journal of Autism and Developmental Disorders, 2014
Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social…
Descriptors: Questioning Techniques, Young Children, Autism, Communication Skills
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Koegel, Lynn Kern; Singh, Anjileen K.; Koegel, Robert L. – Journal of Autism and Developmental Disorders, 2010
Many children with autism show very little interest in academic assignments and exhibit disruptive behavior when assignments are presented. Research indicates that incorporating specific motivational variables such as choice, interspersal of maintenance tasks, and natural reinforcers during intervention leads to improvements in core symptoms of…
Descriptors: Elementary School Students, Assignments, Intervention, Autism
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Koegel, Lynn Kern; Koegel, Robert L.; Green-Hopkins, Israel; Barnes, Cynthia Carter – Journal of Autism and Developmental Disorders, 2010
The literature suggests children with autism use communication primarily for requests and protests, and almost never for information-seeking. This study investigated whether teaching "Where" questions using intrinsic reinforcement procedures would produce the generalized use of the question, and whether concomitant improvements in…
Descriptors: Linguistic Competence, Language Usage, Autism, Language Acquisition
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Harper, Christena Blauvelt; Symon, Jennifer B. G.; Frea, William D. – Journal of Autism and Developmental Disorders, 2008
Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the…
Descriptors: Elementary School Students, Play, Autism, Interpersonal Competence
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Sheinkopf, Stephen J.; Siegel, Bryna – Journal of Autism and Developmental Disorders, 1998
This study evaluated the impact of intensive behavioral treatment by parents in the home setting on the development of 11 young autistic children. Compared to a control group, the children had significantly higher posttreatment IQ scores. Smaller, but statistically significant effects on symptom severity were also found, although experimental…
Descriptors: Autism, Behavior Modification, Developmental Disabilities, Disability Identification
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Koegel, Robert L.; And Others – Journal of Autism and Developmental Disorders, 1992
This study of teaching methods in language interventions with three preschool children with autism found greater improvements in responding and considerably less disruptive behavior during the natural language (using functional stimuli and natural reinforcers) teaching condition compared to the traditional language condition. (Author/DB)
Descriptors: Autism, Behavior Change, Behavior Problems, Early Intervention
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Stahmer, Aubyn C. – Journal of Autism and Developmental Disorders, 1995
Seven children (ages 4 to 7) with autism were taught to engage in symbolic play using Pivotal Response Training. Children with autism rarely exhibited symbolic play before training, but after training they learned to perform complex and creative symbolic play at levels similar to that of language-matched controls. Interaction skills also improved…
Descriptors: Autism, Child Behavior, Early Childhood Education, Pretend Play
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Thorp, Danielle M.; And Others – Journal of Autism and Developmental Disorders, 1995
This study assessed effects of teaching sociodramatic play skills to three children (ages five to nine) with autism. Positive changes were observed in play, language, and social skills. These changes generalized across toys and settings, although little generalization to other play partners occurred. (Author/DB)
Descriptors: Autism, Dramatic Play, Elementary Education, Generalization
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Koegel, Robert L.; Camarata, Stephen; Koegel, Lynn Kern; Ben-Tall, Ayala; Smith, Annette E. – Journal of Autism and Developmental Disorders, 1998
A study compared a naturalistic versus an analog teaching model, with speech sounds equated within and across conditions for five children (ages 4-7) with autism. Both methods increased correct production of target sound under some conditions; functional use of the target sounds in conversation occurred only with the naturalistic approach.…
Descriptors: Autism, Children, Interpersonal Communication, Program Effectiveness