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Documents disponibles écrits par cet auteur (36)
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Improving Motivation for Academics in Children with Autism / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 40-9 (September 2010)
[article]
Titre : Improving Motivation for Academics in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Robert L. KOEGEL, Auteur ; Anjileen K. SINGH, Auteur Année de publication : 2010 Article en page(s) : p.1057-1066 Note générale : Article Open Access Langues : Anglais (eng) Mots-clés : Academics Motivation Pivotal-response-treatment Autism Index. décimale : PER Périodiques Résumé : 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 autism and may possibly be effective in academic areas. Using a multiple baseline across children and behaviors design with four pre- and elementary school children with autism, we assessed whether the above variables could be incorporated into academic tasks to improve performance and interest. Results indicated that the intervention decreased the children’s latency to begin academic tasks, improved their rate of performance and interest, and decreased their disruptive behavior. Theoretical and applied implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-0962-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108
in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1057-1066[article] Improving Motivation for Academics in Children with Autism [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Robert L. KOEGEL, Auteur ; Anjileen K. SINGH, Auteur . - 2010 . - p.1057-1066.
Article Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1057-1066
Mots-clés : Academics Motivation Pivotal-response-treatment Autism Index. décimale : PER Périodiques Résumé : 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 autism and may possibly be effective in academic areas. Using a multiple baseline across children and behaviors design with four pre- and elementary school children with autism, we assessed whether the above variables could be incorporated into academic tasks to improve performance and interest. Results indicated that the intervention decreased the children’s latency to begin academic tasks, improved their rate of performance and interest, and decreased their disruptive behavior. Theoretical and applied implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-0962-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 Improving 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)
[article]
Titre : Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Jessica BRADSHAW, Auteur ; Kristen ASHBAUGH, Auteur ; Lynn Kern KOEGEL, Auteur Année de publication : 2014 Article en page(s) : p.816-827 Langues : Anglais (eng) Mots-clés : Initiations Early intervention Motivation Question-asking Autism spectrum disorder Pivotal response treatment Index. décimale : PER Périodiques Résumé : 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 question-asking for three young children with autism was assessed. Results indicated that participants initiated a greater number of targeted questions following intervention. Additionally, all children exhibited increases in initiation of untargeted questions during social interaction in novel settings. Furthermore, post intervention data revealed collateral gains in communication and adaptive behavior. Theoretical implications of incorporating motivational strategies into intervention to improve social initiations in young children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1932-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.816-827[article] Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Jessica BRADSHAW, Auteur ; Kristen ASHBAUGH, Auteur ; Lynn Kern KOEGEL, Auteur . - 2014 . - p.816-827.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.816-827
Mots-clés : Initiations Early intervention Motivation Question-asking Autism spectrum disorder Pivotal response treatment Index. décimale : PER Périodiques Résumé : 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 question-asking for three young children with autism was assessed. Results indicated that participants initiated a greater number of targeted questions following intervention. Additionally, all children exhibited increases in initiation of untargeted questions during social interaction in novel settings. Furthermore, post intervention data revealed collateral gains in communication and adaptive behavior. Theoretical implications of incorporating motivational strategies into intervention to improve social initiations in young children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1932-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 Improving Social-Communication, Empathy, and Pragmatics in Individuals with Asperger Syndrome / Lynn KERN KOEGEL
Titre : Improving Social-Communication, Empathy, and Pragmatics in Individuals with Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Jane LACY TALEBI, Auteur ; Robert L. KOEGEL, Auteur ; Cynthia CARTER, Auteur Année de publication : 2006 Importance : p.229-244 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 Improving Social-Communication, Empathy, and Pragmatics in Individuals with Asperger Syndrome [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Jane LACY TALEBI, Auteur ; Robert L. KOEGEL, Auteur ; Cynthia CARTER, Auteur . - 2006 . - p.229-244.
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 Improving 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)
[article]
Titre : Improving Social Initiations in Young Children with Autism Using Reinforcers with Embedded Social Interactions Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Lynn KERN KOEGEL, Auteur ; Ty W. VERNON, Auteur Année de publication : 2009 Article en page(s) : p.1240-1251 Note générale : Open Access Langues : Anglais (eng) Mots-clés : Social-engagement Pivotal-Response-Treatment Dyadic-orienting Social-intervention Index. décimale : PER Périodiques Résumé : Children with autism often exhibit low levels of social engagement, decreased levels of eye contact, and low social affect. However, both the literature and our direct clinical observations suggest that some components of intervention procedures may result in improvement in child-initiated social areas. Using an ABAB research design with three children with autism, this study systematically assessed whether embedding social interactions into reinforcers, delivered during language intervention, would lead to increased levels of child-initiated social behaviors. We compared this condition with a language intervention condition that did not embed social interactions into the reinforcers. Results indicated that embedding social interactions into the reinforcers resulted in increases in child-initiated social engagement during communication, improved nonverbal dyadic orienting, and improvements in general child affect. Theoretical and applied implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-009-0732-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=814
in Journal of Autism and Developmental Disorders > 39-9 (September 2009) . - p.1240-1251[article] Improving Social Initiations in Young Children with Autism Using Reinforcers with Embedded Social Interactions [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Lynn KERN KOEGEL, Auteur ; Ty W. VERNON, Auteur . - 2009 . - p.1240-1251.
Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-9 (September 2009) . - p.1240-1251
Mots-clés : Social-engagement Pivotal-Response-Treatment Dyadic-orienting Social-intervention Index. décimale : PER Périodiques Résumé : Children with autism often exhibit low levels of social engagement, decreased levels of eye contact, and low social affect. However, both the literature and our direct clinical observations suggest that some components of intervention procedures may result in improvement in child-initiated social areas. Using an ABAB research design with three children with autism, this study systematically assessed whether embedding social interactions into reinforcers, delivered during language intervention, would lead to increased levels of child-initiated social behaviors. We compared this condition with a language intervention condition that did not embed social interactions into the reinforcers. Results indicated that embedding social interactions into the reinforcers resulted in increases in child-initiated social engagement during communication, improved nonverbal dyadic orienting, and improvements in general child affect. Theoretical and applied implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-009-0732-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=814 Improving 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)
[article]
Titre : Improving Socialization for High School Students with ASD by Using Their Preferred Interests Type de document : Texte imprimé et/ou numérique Auteurs : Robert KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KOEGEL, Auteur ; Ben SCHWARTZMAN, Auteur Article en page(s) : p.2121-2134 Langues : Anglais (eng) Mots-clés : Social High school Autism spectrum disorders Inclusion Index. décimale : PER Périodiques Résumé : There has been a paucity of research on effective social interventions for adolescents with autism spectrum disorders (ASD) in inclusive high school settings. The literature, however, suggests that incorporating the student with ASD’s special interests into activities may help improve their socialization with typical peers. Within the context of a multiple baseline across participants design, we implemented lunchtime activities incorporating the adolescent with ASD’s preferred interests that were similar to ongoing activities already available at the schools. Results showed this increased both level of engagement and their rate of initiations made to typical peers. Social validation measures suggest that both adolescents with ASD and typical peers enjoyed participating in these activities and that the results generalized to other similar activities. En ligne : http://dx.doi.org/10.1007/s10803-013-1765-3 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.2121-2134[article] Improving Socialization for High School Students with ASD by Using Their Preferred Interests [Texte imprimé et/ou numérique] / Robert KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KOEGEL, Auteur ; Ben SCHWARTZMAN, Auteur . - p.2121-2134.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2121-2134
Mots-clés : Social High school Autism spectrum disorders Inclusion Index. décimale : PER Périodiques Résumé : There has been a paucity of research on effective social interventions for adolescents with autism spectrum disorders (ASD) in inclusive high school settings. The literature, however, suggests that incorporating the student with ASD’s special interests into activities may help improve their socialization with typical peers. Within the context of a multiple baseline across participants design, we implemented lunchtime activities incorporating the adolescent with ASD’s preferred interests that were similar to ongoing activities already available at the schools. Results showed this increased both level of engagement and their rate of initiations made to typical peers. Social validation measures suggest that both adolescents with ASD and typical peers enjoyed participating in these activities and that the results generalized to other similar activities. En ligne : http://dx.doi.org/10.1007/s10803-013-1765-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Incorporating 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)
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