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Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment
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Koegel, Robert L.; Bradshaw, Jessica L.; Ashbaugh, Kristen; Koegel, Lynn Kern – Journal of Autism and Developmental Disorders, 2014
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…
Descriptors: Questioning Techniques, Young Children, Autism, Communication Skills
Brief Report: Question-Asking and Collateral Language Acquisition in Children with Autism
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Koegel, Lynn Kern; Koegel, Robert L.; Green-Hopkins, Israel; Barnes, Cynthia Carter – Journal of Autism and Developmental Disorders, 2010
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…
Descriptors: Linguistic Competence, Language Usage, Autism, Language Acquisition
Teaching Children with Autism Self-Initiations as a Pivotal Response.
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Koegel, Lynn Kern; Carter, Cynthia M.; Koegel, Robert L. – Topics in Language Disorders, 2003
A study assessed whether two children (ages 4-6) with autism could be taught a child-initiated query as a pivotal response to facilitate the use of grammatical morphemes. Children learned the strategy and acquired and generalized the targeted morpheme. Children also showed increases in mean length of utterance and verb acquisition. (Contains…
Descriptors: Autism, Early Childhood Education, Elementary Education, Grammar
Adult Interactive Strategies and the Spontaneous Comments of Preschoolers During Joint Storybook Readings.
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Kertoy, Marilyn K. – Journal of Research in Childhood Education, 1994
Investigated whether specific strategies of commenting or questioning by the adult reader would influence the complexity and type of spontaneous comments to story details made by children listening to stories. Results suggest that parents and teachers should combine questioning and commenting during storybook readings to induce lengthier comments…
Descriptors: Emergent Literacy, Learning Motivation, Learning Strategies, Listening Comprehension
Setting Generalization of Question-Asking by Children with Autism.
Koegel, Lynn Kern; Camarata, Stephen M.; Valdez-Menchaca, Marta; Koegel, Robert L. – American Journal on Mental Retardation, 1998
Incorporated motivational procedures to teach question-asking to three children (ages three and five). All children learned to use questions in relation to items they had previously been unable to label and demonstrated generalization of spontaneous question-asking to new items and to their home environments with their mothers, with concomitant…
Descriptors: Autism, Expressive Language, Generalization, Instructional Effectiveness
Reciprocal Teaching in a Regular Primary School Classroom.
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Kelly, Marie; And Others – Journal of Educational Research, 1994
Reports a study that assessed the effects of reciprocal teaching on the comprehension of poor reading comprehenders who read nonfiction material in a regular classroom. Heterogeneous reading groups from two elementary classes participated in reciprocal teaching. Data analysis showed there were significant improvements in comprehension that were…
Descriptors: Discussion (Teaching Technique), Elementary Education, Elementary School Students, Foreign Countries