Books by Drs. Koegel& Colleagues
Pivotal Response Treatment Recent Publications
Please email autism@education.ucsb.edu for a copy of any of these articles.
2007
Vismara, L.A., & Lyons, G.L. (2007).Using perseverative interests to elicit joint attention behaviors in
young children with autism: Theoretical and clinical implications to understanding motivation. Journal of
Positive Behavior Interventions, 9, 214-228.
Various explanations have been offered in the literature on the underlying cause of joint attention deficits
in autism. One possible explanation is that children with autism are capable of producing joint attention
but are lacking the social motivation to share their interests with others. The current study used a singlesubjects reversal design with alternating treatments to examine whether joint attention initiations for
social sharing would occur as a collateral effect of utilizing the motivational techniques of Pivotal Response
Treatment in conjunction with perseverative interest stimuli for three young non-verbal children with
autism. Results indicated an immediate increase in joint attention initiations when perseverative, or highlypreferred, interests were incorporated within the motivational techniques of Pivotal Response Treatment.
Additional findings included collateral increases in joint attention initiations toward less preferred
interests, as well as improvements in the quality of interaction between the children and caregivers.
Findings are discussed in terms of theoretical and clinical implications for understanding the role of
motivation in facilitating the development of joint attention in autism.
Bryson, S.E., Koegel, L. K., Koegel, R.L., Openden, D., Smith, I.M., &Nefdt, N. (2007). Large Scale
Dissemination and Community Implementation of Pivotal Response Treatment: Program Description and
Preliminary Data. Research and Practice for Persons with Severe Disabilities. Vol. 32, No 2.142-153.
This paper describes a collaborative effort aimed at province-wide dissemination and implementation of
pivotal response treatment (PRT) for young children with autism spectrum disorder (ASD) in Nova Scotia,
Canada. Three critical components of the associated training model are described: (1) direct training of
treatment teams (parents, one-to-one interventionists, and clinical supervisors/ leaders); (2) training of
trainers; and (3) follow-up and monitoring of treatment fidelity and child progress. A major goal of the
DalhousieUniversity/ IWK Health Centre - University of California at Santa Barbara partnership was to
optimize effectiveness when translating PRT from the "lab" for dissemination in large geographical areas
with community service providers. Finally, we provide data on stakeholder satisfaction with the training
workshops and end by identifying features that may have contributed to our success thus far.
Koegel, R.L. (2007). Social Development in Individuals with High Functioning Autism and Asperger
Disorder. Research and Practice for Persons with Severe Disabilities. Vol. 32, No 2.140-141.
Commentary
Cosden, M., Koegel, L. K., Koegel, R. L., Greenwell, A., & Klein, E. (2006). Strength-based assessment for
children with autism spectrum disorders. Research and Practice for Persons with Severe Disabilities.
Research and Practice for Persons with Severe Disabilities. Vol. 31, No. 2, 134-143.
Despite improvements in interventions for children with autism, assessments tend to focus on their social,
cognitive, and behavioral deficits, without similar systematic examination of their strengths. Strengthbased assessment (SBA), which has been used in work with children with milder behavioral disorders, may
also have value for individuals who have autism. Although not supplanting usual assessment procedures,
SBA provides a method for identifying personal, familial, and broader contextual strengths. Research
outside the area of autism has found that SBA can be a useful addition to assessment protocols because it
provides specific information on assets that can be incorporated into interventions. Further, SBA has the
potential to affect the attitudes and beliefs of parents and educators involved in the assessment, creating
greater hope about the ability of the child to function well and contributing to a stronger bond between
the assessor, the child, and their family. This article describes ways in which SBA can be added to typical
assessment protocols for children with autism. Examples are provided on how to identify and utilize
strengths that can be used for planning interventions and for building more effective working relationships
between clinicians and children with autism and their families. Areas for future research are also discussed.
2006
Openden, D., Symon, J. B., Koegel, L. K., Koegel, R. L. (2006) Developing a student respite provider
system for children with autism. Journal of Positive Behavior Interventions.Vol 8, pp. 119-123
Many parents of children with autism and other severe disabilities report heightened levels of stress. The
approach delineated here contributes to the wraparound process, one of three interrelated aspects of
positive behavior support (PBS) that drive the implementation of a values-based perspective. To recruit
potential respite providers, a simple form was developed. The purpose of the respite list was to develop a
requested tool for families. Parents also reported collateral effects on their personal, social, and family
lives by having access to respite care. Aside from benefiting the family members, the opportunity to
provide respite appeared to be advantageous to the respite providers. Further, it appeared that some of
the students who provided respite for the families decided to pursue careers in the field on the basis of
their respite experience.
Koegel, R. L., & Koegel, L. K. (2006). Pivotal Response Treatments for Autism.Baltimore, MD: Paul H.
Brookes.
An innovative, state-of-the-art treatment for autism, Pivotal Response Treatment (PRT) uses natural
learning opportunities to target and modify key behaviors in young children with autism, leading to
widespread positive effects on communication, behavior, and social skills. The product of 20 years of
research from Robert L. and Lynn Kern Koegel--co-founders of the renowned research and training center
on autism at the University of California, Santa Barbara--this proven approach is clearly presented in this
single accessible volume. Keeping parents involved in every aspect of intervention, educators and
therapists can use these research-supported PRT strategies to (a) improve children's academic
performance; (b) advance children's communication and language skills; (c) foster social interactions and
friendships with typically developing peers; (d) reduce disruptive behaviors; (e) aid early identification and
intervention; and (f) reduce ritualistic behaviors and broaden children's interests. Because PRT works with
each child's natural motivations and stresses functional communication over rote learning, this
comprehensive model helps children develop skills they can really use. With this timely resource,
educators, therapists, and parents can support children with autism as they enjoy more positive
interactions, more effective communication, and higher academic achievement in natural, inclusive
settings.
Koegel, L. K., Koegel, R. L., Nefdt, N., Fredeen, R. M., Klein, E., & Bruinsma, Y. (2006). First S.T.E.P.: A
model for the early identification of children with autism spectrum disorders. Journal of Positive
Behavior Interventions, 7, 247-252.
Abstract: This forum article outlines an innovative model, Project First Screening, Training, Education,
Project, (First S.T.E.P.), for helping families build the skills to establish and sustain communication gains for
young children with autism. The project is designed to address the apparent delays in identification of
children at risk for Autism Spectrum Disorders. The emphasis is on a "whole family" intervention approach,
and the changes that occur are not just with specific child skills but with the ability of the whole family to
be more successful.
2005
Schreibman, L. and Koegel, R. L. (2005). Training for parents of children with autism: Pivotal responses,
generalization, and individualization of interventions. In P. S. Jensen & E. D. Hibbs (Eds.), Psychosocial
Treatments for Child and Adolescent Disorders.Washington, D.C.: American Psychological Association.
This chapter describes a systematic line of clinical research focusing on the involvement of parents as
intervention providers for their children with autism. The authors begin with a brief description of autism
and the impact of such children on their parents. The next section of the chapter describes the advantage
of parent training over a program in which the child is treated exclusively by clinicians in a clinic setting.
Next, the authors discuss the evolution of an optimal form of parent training. The core of this research
begins with a comparison of a parent training program that treats only individual target behaviors with a
parent training program that focuses on pivotal behaviors in autism (i.e., motivation and responsivity to
multiple cues). Because of limitations in the generalization of this approach and continued reported high
stress in parents, a third pivotal behavior, self-management, was added. Although it improved overall
general intervention success, remaining heterogeneity in intervention outcome suggests the need to
develop individualized intervention protocols tailored to individual children and families.
Koegel, L. K.,. Koegel, R. L. & Brookman L. I. (2005). Child-initiated interactions that are pivotal in
intervention for children with autism. Jensen &Hibbs (Eds.) Psychosocial Treatments for Child and
Adolescent Disorders.
The authors review empirically supported interventions for children with communication difficulties and
present their work, which focuses on a reciprocal parent-child dyad communication approach. They
present in detail their model of interactive communication accentuating the child's role as an active
communicative partner to enhance language procedures. They also outline the techniques used for
teaching children to be active communicators. Preliminary results indicate the promising nature of this
procedure, with some evidence of generalization to home settings. The treatment was successful in
improving communication with widespread concomitant decreases in disruptive and inappropriate
behaviors. The authors recommend that future techniques be designed to promote self-learning and
independence to develop more efficient treatments for children with autism, more significant
generalization and maintenance treatment gains, and greater reduction of parental stress.
Koegel, L. K., Koegel, R. L., Boettcher, M., & Brookman-Frazee, L. (2005). Extending behavior support in
home and community settings. In L. M. Bambara & L. Kern (eds), Individualized Supports for Students
with Problem Behaviors. New York: Guilford Press. Book chapter.
Koegel, R. L., Werner, G. A., Vismara, L. A., &Koegel, L. K. (2005). The effectiveness of contextually
supported play date interactions between children with autism and typically developing peers. Research
and Practice for Persons with Severe Disabilities, 30, 93-102.
Abstract: Difficulties with social interaction are characteristic of autism. This study presents data
illustrating the use of motivational strategies in play dates to improve the quality of social interactions
between children with autism and their typically developing peers. Specifically, a multiple baseline design
across participants shows how a contextual support package implemented during play dates can promote
reciprocal interactions and improve affect. These results support the use of intervention strategies that
target the pivotal area of motivation and provide evidence for using play dates as a context for
intervention. The findings are discussed in terms of promoting quality interactions and encouraging
friendship development.
Horner, R.H., Dunlap, G., Koegel, R.L., Carr, E.G., Sailor, W., Anderson, J., Albin, R.W., & O'Neill, R.E.
(2005).Toward a technology of "nonaversive" behavioral support. Research and Practice for Persons
with Severe Disabilities, 30 (1), 3-10.
Abstract: Nonaversive behavior management is an approach to supporting people with undesirable
behaviors that integrates technology and values. Although this approach has attracted numerous
proponents, more adequate definition and empirical documentation are still needed. This article presents
an introduction to the nonaversive approach. Important definitions are suggested, and three fundamental
elements are presented: (a) an emerging set of procedures for supporting people with severe challenging
behavior; (b) social validation criteria emphasizing personal dignity; and (c) a recommendation for
prohibition or restriction of certain strategies. These elements are defined in hopes of stimulating further
discussion and empirical analyses of positive behavioral support.