Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
|
Documents disponibles écrits par cet auteur (37)
Faire une suggestion Affiner la recherche
Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism / Rebecca A. DOGGETT in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
[article]
Titre : Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca A. DOGGETT, Auteur ; Anna M. KRASNO, Auteur ; Lynn Kern KOEGEL, Auteur ; Robert L. KOEGEL, Auteur Article en page(s) : p.2015-2025 Langues : Anglais (eng) Mots-clés : Autism Intervention Conversation Question-asking Communication Self-management Index. décimale : PER Périodiques Résumé : Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based. En ligne : http://dx.doi.org/10.1007/s10803-012-1749-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2015-2025[article] Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism [Texte imprimé et/ou numérique] / Rebecca A. DOGGETT, Auteur ; Anna M. KRASNO, Auteur ; Lynn Kern KOEGEL, Auteur ; Robert L. KOEGEL, Auteur . - p.2015-2025.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2015-2025
Mots-clés : Autism Intervention Conversation Question-asking Communication Self-management Index. décimale : PER Périodiques Résumé : Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based. En ligne : http://dx.doi.org/10.1007/s10803-012-1749-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Brief Report: Question-Asking and Collateral Language Acquisition in Children with Autism / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 40-4 (April 2010)
[article]
Titre : Brief Report: Question-Asking and Collateral Language Acquisition in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Robert L. KOEGEL, Auteur ; Israel GREEN-HOPKINS, Auteur ; Cynthia CARTER BARNES, Auteur Année de publication : 2010 Article en page(s) : p.509-515 Note générale : Article Open Access Langues : Anglais (eng) Mots-clés : Initiations Autism Question-asking Prepositions Language Index. décimale : PER Périodiques Résumé : 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 related language structures, provided as answers to the children’s questions, would occur. In the context of a multiple baseline across participants design, data showed that the children could rapidly acquire and generalize the query, and that there were collateral improvements in the children’s use of language structures corresponding to the answers to the questions the children asked. The results are discussed in the context of teaching child initiations to improve linguistic competence in children with autism. En ligne : http://dx.doi.org/10.1007/s10803-009-0896-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=993
in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.509-515[article] Brief Report: Question-Asking and Collateral Language Acquisition in Children with Autism [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Robert L. KOEGEL, Auteur ; Israel GREEN-HOPKINS, Auteur ; Cynthia CARTER BARNES, Auteur . - 2010 . - p.509-515.
Article Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.509-515
Mots-clés : Initiations Autism Question-asking Prepositions Language Index. décimale : PER Périodiques Résumé : 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 related language structures, provided as answers to the children’s questions, would occur. In the context of a multiple baseline across participants design, data showed that the children could rapidly acquire and generalize the query, and that there were collateral improvements in the children’s use of language structures corresponding to the answers to the questions the children asked. The results are discussed in the context of teaching child initiations to improve linguistic competence in children with autism. En ligne : http://dx.doi.org/10.1007/s10803-009-0896-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=993 Brief Report: Using Individualized Orienting Cues to Facilitate First-Word Acquisition in Non-Responders with Autism / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 39-11 (November 2009)
[article]
Titre : Brief Report: Using Individualized Orienting Cues to Facilitate First-Word Acquisition in Non-Responders with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Lynn KERN KOEGEL, Auteur ; Larisa SHIROTOVA, Auteur Année de publication : 2009 Article en page(s) : p.1587-1592 Note générale : Open Access Langues : Anglais (eng) Mots-clés : Autism Non-responders Orienting-cue Individualized-intervention Nonverbal Index. décimale : PER Périodiques Résumé : Though considerable progress has been made in developing techniques for improving the acquisition of expressive verbal communication in children with autism, research has documented that 10–25% still fail to develop speech. One possible technique that could be significant in facilitating responding for this nonverbal subgroup of children is the use of orienting cues. Using a multiple baseline design, this study examined whether individualized orienting cues could be identified, and whether their presentation would result in verbal expressive words. The results suggest that using individualized orienting cues can increase correct responding to verbal models as well as subsequent word use. Theoretical and applied implications of orienting cues as they relate to individualized programming for children with autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-009-0765-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=850
in Journal of Autism and Developmental Disorders > 39-11 (November 2009) . - p.1587-1592[article] Brief Report: Using Individualized Orienting Cues to Facilitate First-Word Acquisition in Non-Responders with Autism [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Lynn KERN KOEGEL, Auteur ; Larisa SHIROTOVA, Auteur . - 2009 . - p.1587-1592.
Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-11 (November 2009) . - p.1587-1592
Mots-clés : Autism Non-responders Orienting-cue Individualized-intervention Nonverbal Index. décimale : PER Périodiques Résumé : Though considerable progress has been made in developing techniques for improving the acquisition of expressive verbal communication in children with autism, research has documented that 10–25% still fail to develop speech. One possible technique that could be significant in facilitating responding for this nonverbal subgroup of children is the use of orienting cues. Using a multiple baseline design, this study examined whether individualized orienting cues could be identified, and whether their presentation would result in verbal expressive words. The results suggest that using individualized orienting cues can increase correct responding to verbal models as well as subsequent word use. Theoretical and applied implications of orienting cues as they relate to individualized programming for children with autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-009-0765-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=850 Combining Functional Assessment and Self-Management Procedures to Rapidly Reduce Disruptive Behaviors / Lynn KERN KOEGEL
Titre : Combining Functional Assessment and Self-Management Procedures to Rapidly Reduce Disruptive Behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Robert L. KOEGEL, Auteur ; Mendy A. BOETTCHER, Auteur ; Joshua HARROWER, Auteur ; Daniel OPENDEN, Auteur Année de publication : 2006 Importance : p.245-258 Langues : Anglais (eng) Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 Combining Functional Assessment and Self-Management Procedures to Rapidly Reduce Disruptive Behaviors [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Robert L. KOEGEL, Auteur ; Mendy A. BOETTCHER, Auteur ; Joshua HARROWER, Auteur ; Daniel OPENDEN, Auteur . - 2006 . - p.245-258.
Langues : Anglais (eng)
Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Definitions of Empirically Supported Treatment / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 40-4 (April 2010)
[article]
Titre : Definitions of Empirically Supported Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Lynn KERN KOEGEL, Auteur ; Stephen M. CAMARATA, Auteur Année de publication : 2010 Article en page(s) : p.515-517 Note générale : Article Open Access Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0933-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=993
in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.515-517[article] Definitions of Empirically Supported Treatment [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Lynn KERN KOEGEL, Auteur ; Stephen M. CAMARATA, Auteur . - 2010 . - p.515-517.
Article Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.515-517
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0933-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=993 Definitions of Nonverbal and Minimally Verbal in Research for Autism: A Systematic Review of the Literature / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
PermalinkDevelopmental Trajectories with Early Intervention / Robert L. KOEGEL
PermalinkPermalinkEditorial 2021: A Year in Review / Fred R. VOLKMAR in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
PermalinkEditorial - February 2022 / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 53-2 (February 2023)
PermalinkFeasibility and Effectiveness of Very Early Intervention for Infants At-Risk for Autism Spectrum Disorder: A Systematic Review / Jessica BRADSHAW in Journal of Autism and Developmental Disorders, 45-3 (March 2015)
PermalinkFirst Words: Getting Verbal Communication Started / Robert L. KOEGEL
PermalinkImproving Educational Interventions for School-Age Children with Autism Without Intellectual Disabilities / Lynn Kern KOEGEL
PermalinkImproving Empathic Communication Skills in Adults with Autism Spectrum Disorder / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
PermalinkImproving Functional Language and Social Motivation with a Parent-Mediated Intervention for Toddlers with Autism Spectrum Disorder / Jessica BRADSHAW in Journal of Autism and Developmental Disorders, 47-8 (August 2017)
PermalinkImproving Motivation for Academics in Children with Autism / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 40-9 (September 2010)
PermalinkImproving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
PermalinkImproving Social-Communication, Empathy, and Pragmatics in Individuals with Asperger Syndrome / Lynn KERN KOEGEL
PermalinkImproving Social Initiations in Young Children with Autism Using Reinforcers with Embedded Social Interactions / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 39-9 (September 2009)
PermalinkImproving Socialization for High School Students with ASD by Using Their Preferred Interests / Robert KOEGEL in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
PermalinkIncorporating Motivational Procedures to Improve Homework Performance / Robert L. KOEGEL
PermalinkIssues and Theoretical Constructs Regarding Parent Education for Autism Spectrum Disorders / Amanda MOSSMAN STEINER in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
PermalinkMotivating Communication in Children with Autism / Lynn KERN KOEGEL
PermalinkNaturalistic Behavioral Approaches to Treatment / Lynn KERN KOEGEL
PermalinkOvercoming Autism / Lynn KERN KOEGEL
PermalinkPhysical exercise and individuals with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)
PermalinkPivotal Response Treatment / Lynn KERN KOEGEL
PermalinkPivotal Response Treatments for Autism / Robert L. KOEGEL
PermalinkPlay Dates, Social Interactions, and Friendships / Grace A. WERNER
PermalinkA Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
PermalinkA Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Structured Applied Behavior Analysis (ABA) Intervention for Children with Autism / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 44-11 (November 2014)
PermalinkReducing Ritualistic Behaviors and Broadening Children's Interests / Robert L. KOEGEL
PermalinkRelationships, Independence, and Communication in Autism and Asperger's Disorder / Lynn KERN KOEGEL
PermalinkA Screening, Training, and Education Program (First S.T.E.P.) / Lynn KERN KOEGEL
PermalinkThe Basics of Pivotal Response Treatment / Robert L. KOEGEL
PermalinkThe Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
PermalinkThe PRT Pocket Guide / Robert L. KOEGEL
Permalink