Classroom Pivotal Response Teaching for Children with Autism / Aubyn C. STAHMER

Public ISBD Titre : Classroom Pivotal Response Teaching for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Cynthia BOLDUC, Auteur Editeur : New-York [Etats-Unis] : Guilford Press Année de publication : 2011 Collection : Education Importance : 224 p. Format : 20,3cm x 26,2cm x 1,2cm Accompagnement : DVD avec 10 présentation PowerPoint et matériel reproductible ISBN/ISSN/EAN : 978-1-60918-241-0 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Résumé : This practical manual and accompanying DVD-ROM present a research-supported behavioral intervention for children with autism that teachers can easily integrate into their existing classroom curriculum. Classroom Pivotal Response Teaching (CPRT) enhances children's motivation and participation in learning; increases the number of learning opportunities they experience each day; and promotes mastery of targeted communication, play, social, and academic skills. In a convenient large-size format with lay-flat binding, the book features more than two dozen reproducible worksheets and forms to aid in planning and implementing the procedures. The DVD-ROM includes narrated PowerPoint presentations with invaluable video examples of CPRT in action, along with copies of the reproducibles. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 Classroom Pivotal Response Teaching for Children with Autism [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Cynthia BOLDUC, Auteur . - New-York [Etats-Unis] : Guilford Press, 2011 . - 224 p. ; 20,3cm x 26,2cm x 1,2cm + DVD avec 10 présentation PowerPoint et matériel reproductible. - (Education) . ISBN : 978-1-60918-241-0 Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Résumé : This practical manual and accompanying DVD-ROM present a research-supported behavioral intervention for children with autism that teachers can easily integrate into their existing classroom curriculum. Classroom Pivotal Response Teaching (CPRT) enhances children's motivation and participation in learning; increases the number of learning opportunities they experience each day; and promotes mastery of targeted communication, play, social, and academic skills. In a convenient large-size format with lay-flat binding, the book features more than two dozen reproducible worksheets and forms to aid in planning and implementing the procedures. The DVD-ROM includes narrated PowerPoint presentations with invaluable video examples of CPRT in action, along with copies of the reproducibles. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0002004	APP-E STA	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

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Inventaire des habiletés pour rester temporairement chez soi	CORBEIL, Richard
ADOS Autism Diagnostic Observation Schedule - Manuel	LORD, Catherine
L'autisme: de l'enfance à l'âge adulte	BARTHELEMY, Catherine

Implementation Challenges in Translating Pivotal Response Training into Community Settings / Jessica SUHRHEINRICH in Journal of Autism and Developmental Disorders, 43-12 (December 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2970-2976 Titre : Implementation Challenges in Translating Pivotal Response Training into Community Settings Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SUHRHEINRICH, Auteur ; Aubyn C. STAHMER, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Erica REISINGER, Auteur ; David MANDELL, Auteur Article en page(s) : p.2970-2976 Langues : Anglais (eng) Mots-clés : Fidelity of implementation  Pivotal response training  Translation  Special education Index. décimale : PER Périodiques Résumé : Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings. En ligne : http://dx.doi.org/10.1007/s10803-013-1826-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Implementation Challenges in Translating Pivotal Response Training into Community Settings [Texte imprimé et/ou numérique] / Jessica SUHRHEINRICH, Auteur ; Aubyn C. STAHMER, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Erica REISINGER, Auteur ; David MANDELL, Auteur . - p.2970-2976. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2970-2976 Mots-clés : Fidelity of implementation  Pivotal response training  Translation  Special education Index. décimale : PER Périodiques Résumé : Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings. En ligne : http://dx.doi.org/10.1007/s10803-013-1826-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use / Aubyn C. STAHMER in Autism Research and Treatment, (October 2012)  

Public ISBD [article]  inAutism Research and Treatment > (October 2012) . - p.11 Titre : What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur Année de publication : 2012 Article en page(s) : p.11 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use. En ligne : http://dx.doi.org/10.1155/2012/709861 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 [article] What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur . - 2012 . - p.11. Langues : Anglais (eng) in Autism Research and Treatment > (October 2012) . - p.11 Index. décimale : PER Périodiques Résumé : Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use. En ligne : http://dx.doi.org/10.1155/2012/709861 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201

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