Classroom pivotal response teaching for children with autism:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Guilford Press
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "Classroom Pivotal Response Teaching, or CPRT, was developed to help meet the educational needs of young children with autism. CPRT (originally called Pivotal Response Training or Treatment) is a form of naturalistic behavioral intervention, based on the principles of applied behavior analysis (ABA), and is soundly supported in the scientific literature. This manual will describe the components of CPRT and how to implement the approach in your classroom. Although this manual is geared primarily toward preschool through grade 3 teachers, CPRT strategies can be used by a variety of professionals. Speech and language pathologists, occupational therapists, behavior specialists, psychologists and other teaching professionals may all find CPRT a valuable strategy. Additionally, the techniques in this manual may be useful with typically developing children and those with a variety of special needs. Most children can benefit from this structured, systematic approach that utilizes naturally occurring teaching opportunities. One of the strengths of this approach is that it is adaptable to a wide range of teaching goals and service settings. All who teach are encouraged to integrate CPRT into their existing strategies as often as possible"--Provided by publisher. Includes bibliographical references (p. 199-204) and index |
| Beschreibung: | xiv, 210 p. ill. 27 cm 1 DVD-ROM (12 cm) |
| ISBN: | 9781609182410 1609182413 |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
PARTI.
CONTENTS
HOW TO USE THIS MANUAL WHAT IS CPRT AND WHO SHOULD USE THIS APPROACH? 1
FEATURES OF THE MANUAL 2
ORGANIZATION OF THE MANUAL 2 PART I: GETTING STARTED WITH CPRT 2 PART
11:NEXT STEPS WITH CPRT 3 PART 111:RESOURCES AND SUPPORT 4
PART IY: REPRODUCIBLE HANDOUTS 4 SPECIAL FEATURES 4
GETTINGSTARTEDWITH CPRT
1
7
CHAPTER1. INTRODUCTION TO CPRT
WHAT IS AUTISM? 10 HOW CPRT IS USED TO TEACH CHILDREN WITH AUTISM 11 WHY
SHOULD I USE CPRT IN MY CLASSROOM? 13 WHAT SKILLS CAN I TEACH USING
CPRT? 14
WH AT ACTIVITIES OR MATERIALS CAN BE USED IN CPRT? 15 WHEN SHOULD I USE
CPRT? 16 WHEN CPRT ISN T THE BEST CHOICE 16 CHAPTER SUMMARY 17
CHAPTER2. LAYINGTHE FOUNDATIONFOR CPRT
LEARNING YOUR ABCS: THE PATTERN OF BEHAVIOR 19 ANTECEDENTS 21 USING
YERBAL CUES 21 USING NONVERBAL CUES 22
HIERARCHY OF OPPORTUNITIES TO RESPOND 23 BEHAVIOR 24 APPROPRIATE
RESPONSE 25 REASONABLE ATTEMPTS AT APPROPRIATE RESPONDING 25
INAPPROPRIATE RESPONSE 26 INCORRECT RESPONSE 26
XI
9
18
IMAGE 2
XII
CONSEQUENCES 27 CONSEQUENCES THAT INCREASE BEHAVIOR 27 CONSEQUENCES THAT
DECREASE BEHAVIOR 27 IMPORTANT POINTS TO REMEMBER ABOUT CONSEQUENCES 28
WHAT ABA IS NOT 29
HOW ABA RELATES TO CPRT 31 PREPARING TO USE CPRT 31 CHAPTER SUMMARY 31
COLLTELLTS
CHAPTER 3. COMPONENTS OF CPRT: USING CPRT WITH INDIVIDUAL STUDENTS 33
SET THE STAGE: ANTECEDENT STRATEGIES 34 COMPONENT 1: STUDENT ATTENTION
34 COMPONENT 2: CLEAR AND APPROPRIATE INSTRUCTION 38 COMPONENT 3: EASY
AND DIFFICULT TASKS (MAINTENANCE/ACQUISITION) 40
COMPONENT 4: SHARED CONTROL (STUDENT CHOICE/TURN TAKING) 41 COMPONENT 5:
MULTIPLE CUES (BROADENING ATTENTION) 44 WATCH WHAT HAPPENS: STUDENT
BEHAVIOR 47 REACT: CONSEQUENCE STRATEGIES 47
COMPONENT 6: DIRECT REINFORCEMENT 49 COMPONENT 7: CONTINGENT CONSEQUENCE
(IMMEDIATE AND APPROPRIATE) 50 COMPONENT 8: REINFORCEMENT OF ATTEMPTS 52
CHAPTER SUMMARY 53
PART 11. NEXT STEPSWITH CPRT 55
CHAPTER 4. GROUP INSTRUCTION WITH CPRT 57
COMPONENT 1: STUDENT ATTENTION 58 TARGETING INDIVIDUALS WITHIN A GROUP
58 GROUP INSTRUCTION 59 COMPONENT 2: CLEAR AND APPROPRIATE INSTRUCTION
60
TARGETING INDIVIDUALS WITHIN A GROUP 60 GROUP INSTRUCTION 61 COMPONENT
3: EASY AND DIFFICULT TASKS (MAINTENANCE/ACQUISITION) 62 TARGETING
INDIVIDUALS WITHIN A GROUP 62
GROUP INSTRUCTION 63 COMPONENT 4: SHARED CONTROL (STUDENT CHOICE/TURN
TAKING) 63 TARGETING INDIVIDUALS WITHIN A GROUP 63 GROUP INSTRUCTION 64
COMPONENT 5: MULTIPLE CUES (BROADENING ATTENTION) 65
TARGETING INDIVIDUALS WITHIN A GROUP 65 GROUP INSTRUCTION 66 COMPONENT
6: DIRECT REINFORCEMENT 66 TARGETING INDIVIDUALS WITHIN A GROUP 66
GROUP INSTRUCTION 67 COMPONENT 7: CONTINGENT CONSEQUENCE (IMMEDIATE AND
APPROPRIATE) 67 TARGETING INDIVIDUALS WITHIN A GROUP 67 GROUP
INSTRUCTION 67
COMPONENT 8: REINFORCEMENT OF ATTEMPTS 68 TARGETING INDIVIDUALS WITHIN A
GROUP 68 GROUP INSTRUCTION 68
CHAPTER SUMMARY 68
IMAGE 3
CONTENTS
CHAPTER5. MEETING INDIVIDUAL GOALS USING CPRT
ADDRESSING IEP AND CURRICULUM GOALS USING CPRT 70 WRITING IEP GOALS 70
IMPLEMENTING !EP GOALS AND ADDRESSING CURRICULUM AREAS 71 COMMUNICATION
SKILLS 80
WHERE TO BEGIN 80 WHEN TO TEACH 80 HOW TO MOVE FORWARD 81 OBJECT PLAY
SKILLS 81
WHERE TO BEGIN 81 WHEN TO TEACH 85 HOW TO MOVE FORWARD 86 SOCIAL
INTERACTION SKILLS 86 WHERE TO BEGIN 86 WHEN TO TEACH 91 HOW TO MOVE
FORWARD 91 ACADEMIC SKILLS 92
WHERE TO BEGIN 92 WHEN TO TEACH 95 HOW TO MOVE FORWARD 96 CHAPTER
SUMMARY 96
XIII
69
CHAPTER6. INTEGRATINGCPRT INTO YOUR CLASSROOM 99
USING CPRT WITH SCHOOL-BASED STANDARDS 100 USING CPRT WITH OTHER
CURRICULA 100 USING CPRT WITH CLASSROOM THEMES 100 INTEGRATING CPRT WITH
OTHER INTERVENTION STRATEGIES 100
MAINTAINING FIDELITY OF IMPLEMENTATION 101 INTERVENTIONS COMPATIBLE WITH
CPRT 101 HOW TO INTEGRATE MULTIPLE INTERVENTIONS 102 IDENTIFYING
MOTIVATING MATERIALS 104 GATHERING INFORMATION 104
CONDUCTING A PREFERENCE ASSESSMENT 104 COLLECTING DATA DURING CPRT 109
GETTING STARTED 109 DATA COLLECTION SHEETS 109 USING CPRT TO ENCOURAGE
GENERALIZATION 120 TROUBLESHOOTING 125
PART11I. RESOURCES AND SUPPORT 129
CHAPTER7. TRAINING PARAPROFESSIONALS
THE TRAINING PROCESS 131 STEP 1: HAVE THE PARAPROFESSIONAL VIEW
INSTRUCTIONAL VIDEOS 132 STEP 2: MODEL CPRT 133 STEP 3: OBSERVE, ASSESS,
AND PROVIDE FEEDBACK 133
STEP 4: REFER THE PARAPROFESSIONAL TO THE CPRT COMPONENT SUMMARY SHEETS
136 ASSESSING IMPLEMENTATION OF CPRT 136 USING THE CPRT ASSESSMENT AND
CPRT FEEDBACK FORMS 137 MAINTAINING AND IMPROVING SKILLS 137
CHAPTER SUMMARY 139
131
IMAGE 4
XIV
CHAPTER8. PARENTS AS PARTNERS: SHARING CPRTWITH PARENTSAND CAREGIVERS
REASONS FOR INVOLVING PARENTS AS PARTNERS 140 SUPPORTING PARENTS
INVOLVEMENT 141 STEP 1: PROVIDE PARENTS WITH CPRT IN THE CLASSROORN
HANDOUT 142 STEP 2: PROVIDE PARENTS WITH CPRT AT HORNE HANDOUT 142
STEP 3: UTILIZE THE CPRT UPDATE FORMS TO SHARE INFORMATION 143 CHAPTER
SUMMARY 143
COLLTTLLTS
140
CHAPTER9. SCIENTIFIC SUPPORT FOR CPRT 144
HISTORY OF CPRT 145 PRT RESEARCH 145 TEACHING COMMUNICATION USING PRT
146 TEACHING JOINT ATTENTION USING PRT 146
TEACHING PLAY SKILLS USING PRT 147 TEACHING PEER SOCIAL INTERACTION
USING PRT 147 USING PRT TO IMPROVE HOMEWORK SKILLS 147 ADAPTING PRT FOR
USE IN THE CLASSROOM 148 CHAPTER SUMMARY 149
PART IV. REPRODUCIBLEHANDOUTS
GLOSSARY
SUGGESTEDREADINGS
INDEX
HOW TO USE THE CPRT DVD-ROM
151
197
199
205
210
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| spelling | Classroom pivotal response teaching for children with autism Aubyn C. Stahmer ... [et al.] New York [u.a.] Guilford Press 2011 xiv, 210 p. ill. 27 cm 1 DVD-ROM (12 cm) txt rdacontent n rdamedia nc rdacarrier "Classroom Pivotal Response Teaching, or CPRT, was developed to help meet the educational needs of young children with autism. CPRT (originally called Pivotal Response Training or Treatment) is a form of naturalistic behavioral intervention, based on the principles of applied behavior analysis (ABA), and is soundly supported in the scientific literature. This manual will describe the components of CPRT and how to implement the approach in your classroom. Although this manual is geared primarily toward preschool through grade 3 teachers, CPRT strategies can be used by a variety of professionals. Speech and language pathologists, occupational therapists, behavior specialists, psychologists and other teaching professionals may all find CPRT a valuable strategy. Additionally, the techniques in this manual may be useful with typically developing children and those with a variety of special needs. Most children can benefit from this structured, systematic approach that utilizes naturally occurring teaching opportunities. One of the strengths of this approach is that it is adaptable to a wide range of teaching goals and service settings. All who teach are encouraged to integrate CPRT into their existing strategies as often as possible"--Provided by publisher. Includes bibliographical references (p. 199-204) and index Erziehung Autistic children Education Autistic children Behavior modification Schüler (DE-588)4053369-4 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Autismus (DE-588)4003932-8 gnd rswk-swf Schüler (DE-588)4053369-4 s Autismus (DE-588)4003932-8 s Didaktik (DE-588)4070463-4 s DE-604 Stahmer, Aubyn C. Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024578491&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Classroom pivotal response teaching for children with autism Erziehung Autistic children Education Autistic children Behavior modification Schüler (DE-588)4053369-4 gnd Didaktik (DE-588)4070463-4 gnd Autismus (DE-588)4003932-8 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4070463-4 (DE-588)4003932-8 |
| title | Classroom pivotal response teaching for children with autism |
| title_auth | Classroom pivotal response teaching for children with autism |
| title_exact_search | Classroom pivotal response teaching for children with autism |
| title_full | Classroom pivotal response teaching for children with autism Aubyn C. Stahmer ... [et al.] |
| title_fullStr | Classroom pivotal response teaching for children with autism Aubyn C. Stahmer ... [et al.] |
| title_full_unstemmed | Classroom pivotal response teaching for children with autism Aubyn C. Stahmer ... [et al.] |
| title_short | Classroom pivotal response teaching for children with autism |
| title_sort | classroom pivotal response teaching for children with autism |
| topic | Erziehung Autistic children Education Autistic children Behavior modification Schüler (DE-588)4053369-4 gnd Didaktik (DE-588)4070463-4 gnd Autismus (DE-588)4003932-8 gnd |
| topic_facet | Erziehung Autistic children Education Autistic children Behavior modification Schüler Didaktik Autismus |
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