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Classroom Pivotal Response Teaching for Children with Autism Paperback – NTSC, Aug 1 2011

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Product Details

  • Paperback: 210 pages
  • Publisher: The Guilford Press; Lay-Flat Paperback + CD-ROM edition (Aug. 1 2011)
  • Language: English
  • ISBN-10: 1609182413
  • ISBN-13: 978-1609182410
  • Product Dimensions: 1.9 x 26.7 x 21 cm
  • Shipping Weight: 567 g
  • Average Customer Review: 5.0 out of 5 stars 1 customer review
  • Amazon Bestsellers Rank: #401,603 in Books (See Top 100 in Books)
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Product Description


"Designed for and with educators, this book goes beyond just describing the components of CPRT; it includes many examples of practices linked to student goals and objectives and determined by data-based progress monitoring. It is an excellent guide for effective implementation of evidence-based classroom strategies based on applied behavior analysis. The troubleshooting strategies and the companion DVD-ROM are useful features. I recommend this book to all educators as an outstanding, user-friendly resource."--Laura J. Hall, PhD, Department of Special Education, San Diego State University

"The beauty of CPRT is its flexibility: these teaching procedures can be applied successfully to almost any learning goal, in virtually any setting. The approach maximizes students' attention and motivation for learning--regardless of their learning challenges--and its positivity is rewarding for both students and educators. The manual provides clear, concrete guidelines, forms, and sequences for those learning to use CPRT for the first time. Very few empirically supported autism interventions are applicable for both individuals and groups, making CPRT a unique and very promising tool for educators and therapists."--Sally J. Rogers, PhD, Department of Psychiatry and Behavioral Sciences and UC Davis MIND Institute, University of California, Davis

"The book is well organized, providing clear, systematic, and practical advice on designing classrooms for success. The numerous forms and data collection samples will save teachers many hours of preparation time and will lead to the rapid development of effective teaching environments. This book provides valuable tools for anyone seeking to utilize the data-based strategies embedded in CPRT."--Andy Bondy, PhD, Cofounder, Pyramid Educational Consultants, Newark, Delaware

"This book offers teachers a set of powerful instructional tools for use with children with autism. It translates an evidence-based model into a practical application that can be adapted for students with different needs. There is enough detail--many books for teachers about autism are too superficial--yet it is also nontechnical and digestible. The format is organized and easy to follow, and the examples of both appropriate and inappropriate applications of CPRT are crystal-clear and based on experience. In other words, this book is truly authentic! This will be a useful text for intervention methods courses and autism certificate programs. Students will benefit by learning how to use a developmentally friendly version of applied behavior analysis in daily classroom instruction, and how to collect data while doing so."--Rebecca J. Landa, PhD, Director, Center for Autism and Related Disorders, Kennedy Krieger Institute; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine

"This 'must-have' resource illustrates how the evidence-based practice of CPRT can be implemented using naturalistic strategies for individual or group instruction. Eight clearly defined steps are described, from effectively gaining students' attention to rewarding their attempts to use new skills. The book provides superb examples of ways teachers can use their own creativity while maintaining the core principles of CPRT. It presents teaching strategies for academic skills as well as essential social, communication, and language skills--which must be prioritized in the IEPs of students with autism spectrum disorders--and includes useful forms and PowerPoints for planning, implementation, and progress monitoring."--Lisa Ruble, PhD, Department of Educational, School, and Counseling Psychology, University of Kentucky

"The volume is clearly laid out and the material is presented in a fashion that makes it easy to understand and apply. This is a great resource for anyone seeking a better understanding of how CPRT was developed, why it is effective, and how to implement it. Including reproducible data collection sheets, sample scenarios, and a helpful DVD-ROM, this book provides everything you need for successfully using this research-based intervention in your classroom."--Stacia Collins, MEd, special education teacher, Reston, Virginia

About the Author

Aubyn C. Stahmer, PhD, is Research Scientist at the Child and Adolescent Services Research Center (CASRC); Associate Project Scientist in the Department of Psychology at the University of California, San Diego (UCSD); and Research Director at Rady Children’s Hospital Autism Discovery Institute. She has over 20 years of experience in working with children with autism and using Pivotal Response Training (PRT). A major goal of her research has been to examine educational services for young children with autism in order to inform the translation of evidence- based practice into community settings. Dr. Stahmer has extensive experience with training teachers in behavioral and developmental techniques, and with developing clinically relevant ongoing program fidelity-of-implementation procedures.
Jessica Suhrheinrich, PhD, is a postdoctoral researcher at UCSD and CASRC. She is an experienced PRT trainer. Her primary area of research interest involves examining the use of PRT by classroom teachers and the best methods of training teachers to use PRT in the classroom. Before beginning graduate school, Dr. Suhrheinrich was a classroom teacher.
Sarah Reed, MA, is a doctoral student in the UCSD Autism Intervention Research Program. Her graduate research focuses on the implementation of evidence-based treatments in community environments and on optimal ways to translate intervention research across service delivery settings. Her primary research interest involves continuing to examine the effectiveness of PRT with groups of students. Ms. Reed has extensive experience in implementing naturalistic behavioral interventions with children with autism, as well as in providing training to parents, clinicians, and students in these methods.
Laura Schreibman, PhD, is Distinguished Professor of Psychology at UCSD. For the past 40 years, she has conducted research examining intervention methods for children with autism. She is one of the developers of PRT, and is an author of numerous peer-reviewed publications examining the efficacy of this intervention. Dr. Schreibman is also the author of three books on autism. She has experience in the development of behavioral assessment measures of fidelity of implementation, as well as in treatment adaptation.
Cynthia Bolduc, MA, has been teaching children in special education for 10 years and specifically serving children with autism for 7 years. She is trained in several evidence-based techniques used with this population, including PRT. Ms. Bolduc uses PRT in her program as part of an eclectic set of interventions.

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Most Helpful Customer Reviews on (beta) HASH(0x9c1a5d38) out of 5 stars 2 reviews
3 of 5 people found the following review helpful
HASH(0x9c080858) out of 5 stars The one book to buy for teaching autistic student. Sept. 4 2011
By Junior-2004 - Published on
Format: Paperback
If you are a parent, a special ed teacher, an ABA therapist that works and teaches autistic students, this is the ONE BOOK to buy. It is the first treatment manual that is easy to understand released from a well known research center (UCSD where autistic children has the fastest recovery rate). Click on the sample chapter to read for yourself. It shows you an easy way to focus on teaching them the core (or pivotal) responses to be functional communicators and students: motivation, responsive to multiple cues from teacher, self-management, etc. Teaching these will lay a foundation for these kids to overcome their deficit of inattention/lack of auditory processing in gaining cues. UC Davis Mind of Institue had their own excellent manual of Early Start Denver Model but limited their research on the subject to children less than 6 yrs of age and I cannot wait to see UCLA CART to release their own manual (unlikely for years to come) which is superior in getting these kids to initiate and vocalize. T.Nguyen, M.D. Parent.
HASH(0x9c0809e4) out of 5 stars Five Stars May 31 2016
By Stephanie Mullen - Published on
Format: Paperback Verified Purchase
The best workbook for teachers os autistic kids