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Détail de l'auteur
Auteur Robert L. KOEGEL |
Documents disponibles écrits par cet auteur (35)
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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 An Early Social Engagement Intervention for Young Children with Autism and their Parents / Ty W. VERNON in Journal of Autism and Developmental Disorders, 42-12 (December 2012)
[article]
Titre : An Early Social Engagement Intervention for Young Children with Autism and their Parents Type de document : Texte imprimé et/ou numérique Auteurs : Ty W. VERNON, Auteur ; Robert L. KOEGEL, Auteur ; Hayley DAUTERMAN, Auteur ; Kathryn STOLEN, Auteur Année de publication : 2012 Article en page(s) : p.2702-2717 Langues : Anglais (eng) Mots-clés : Social engagement Social intervention Autism spectrum disorders Parent education Pivotal response treatment Index. décimale : PER Périodiques Résumé : The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized that parent delivery of such strategies can invoke increases in these core social behaviors and parent engagement. This study examined the effects of teaching parents to implement a social engagement intervention with their children. The results indicated that the use of this parent-delivered social intervention led to (a) increases in their children's use of eye contact, directed positive affect, and verbal initiations, (b) increases in parent positive affect and synchronous engagement, and (c) generalized increases in parent and child behaviors. En ligne : http://dx.doi.org/10.1007/s10803-012-1535-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2702-2717[article] An Early Social Engagement Intervention for Young Children with Autism and their Parents [Texte imprimé et/ou numérique] / Ty W. VERNON, Auteur ; Robert L. KOEGEL, Auteur ; Hayley DAUTERMAN, Auteur ; Kathryn STOLEN, Auteur . - 2012 . - p.2702-2717.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2702-2717
Mots-clés : Social engagement Social intervention Autism spectrum disorders Parent education Pivotal response treatment Index. décimale : PER Périodiques Résumé : The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized that parent delivery of such strategies can invoke increases in these core social behaviors and parent engagement. This study examined the effects of teaching parents to implement a social engagement intervention with their children. The results indicated that the use of this parent-delivered social intervention led to (a) increases in their children's use of eye contact, directed positive affect, and verbal initiations, (b) increases in parent positive affect and synchronous engagement, and (c) generalized increases in parent and child behaviors. En ligne : http://dx.doi.org/10.1007/s10803-012-1535-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 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)
PermalinkDevelopmental Trajectories with Early Intervention / Robert L. KOEGEL
PermalinkEcocultural Theory and Cultural Diversity in Intervention Programs / Karen M. SZE
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
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