Pivotal Response Teaching for Children with Autism Spectrum Disorders: An Overview

BOZKUŞ GENÇ G., YÜCESOY ÖZKAN Ş.

INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION, cilt.6, sa.2, ss.221-246, 2014 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 6 Sayı: 2
  • Basım Tarihi: 2014
  • Doi Numarası: 10.20489/intjecse.82333
  • Dergi Adı: INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.221-246
  • Anahtar Kelimeler: Pivotal response teaching, evidence-based interventions, autism spectrum disorder, BEHAVIORAL TREATMENT, EARLY INTERVENTION, SOCIAL-SKILLS, COMMUNICATION, STIMULUS, LANGUAGE, PARENTS, ACQUISITION, MOTIVATION, INDIVIDUALS
  • Anadolu Üniversitesi Adresli: Evet

Özet

In recent years, the increasing of number of children diagnosed with autism spectrum disorder has led to the diversity in interventions for children with autism spectrum disorder. This diversity of interventions has brought forward evidence-based interventions, which is used in the education of children with autism spectrum disorder. Pivotal response teaching is one of the evidence-based interventions, which is used in the education of children with autism spectrum disorder. The purpose of this current study is to depict the pivotal response teaching, explain the general characteristics of pivotal response teaching, and provide information about how to plan a training session, which is carried out using pivotal response teaching.