Pivotal teaching interactions for children with autism.

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  • Additional Information
    • Subject Terms:
    • Abstract:
      Abstract: This article discusses effective teaching interactions in the treatment of autism with a focus on pivotal target behaviors. Specifically, in behaviorally oriented intervention approaches, our research suggests that several areas appear to be especially important. First, progress may be enhanced by defining "pivotal" target behaviors that affect wide areas of functioning so that school psychologists, teachers, and other practitioners may be able to have widespread impacts on children's overall functioning. Second, psychologists are now able to develop interventions that simultaneously lead to independence on the part of the child, are correlated with decreases in untreated problem behaviors, are maintained with the passage of time, and therefore result in a long-term improved prognosis. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of School Psychology Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • Lexile:
      1300
    • Full Text Word Count:
      12502
    • ISSN:
      0279-6015
    • Accession Number:
      2676681
  • Citations
    • ABNT:
      KOEGEL, R. L.; KOEGEL, L. K.; CARTER, C. M. Pivotal teaching interactions for children with autism. School Psychology Review, [s. l.], v. 28, n. 4, p. 576, 1999. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=f5h&AN=2676681. Acesso em: 29 nov. 2020.
    • AMA:
      Koegel RL, Koegel LK, Carter CM. Pivotal teaching interactions for children with autism. School Psychology Review. 1999;28(4):576. Accessed November 29, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=f5h&AN=2676681
    • APA:
      Koegel, R. L., Koegel, L. K., & Carter, C. M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28(4), 576.
    • Chicago/Turabian: Author-Date:
      Koegel, Robert L., Lynn Kern Koegel, and Cynthia M. Carter. 1999. “Pivotal Teaching Interactions for Children with Autism.” School Psychology Review 28 (4): 576. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=f5h&AN=2676681.
    • Harvard:
      Koegel, R. L., Koegel, L. K. and Carter, C. M. (1999) ‘Pivotal teaching interactions for children with autism’, School Psychology Review, 28(4), p. 576. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=f5h&AN=2676681 (Accessed: 29 November 2020).
    • Harvard: Australian:
      Koegel, RL, Koegel, LK & Carter, CM 1999, ‘Pivotal teaching interactions for children with autism’, School Psychology Review, vol. 28, no. 4, p. 576, viewed 29 November 2020, .
    • MLA:
      Koegel, Robert L., et al. “Pivotal Teaching Interactions for Children with Autism.” School Psychology Review, vol. 28, no. 4, Dec. 1999, p. 576. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=f5h&AN=2676681.
    • Chicago/Turabian: Humanities:
      Koegel, Robert L., Lynn Kern Koegel, and Cynthia M. Carter. “Pivotal Teaching Interactions for Children with Autism.” School Psychology Review 28, no. 4 (December 1999): 576. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=f5h&AN=2676681.
    • Vancouver/ICMJE:
      Koegel RL, Koegel LK, Carter CM. Pivotal teaching interactions for children with autism. School Psychology Review [Internet]. 1999 Dec [cited 2020 Nov 29];28(4):576. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=f5h&AN=2676681