Using Pivotal Response Training and Technology to Engage Preschoolers With Autism in Conversations

被引：6

作者：

Stockall, Nancy ^{[1
]}

Dennis, Lindsay R. ^{[2
]}

机构：

[1] Sam Houston State Univ, Huntsville, TX 77341 USA

[2] Florida State Univ, Tallahassee, FL 32306 USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2014年 / 49卷 / 04期

关键词：

SPECTRUM DISORDERS; TEACHING-CHILDREN; JOINT ATTENTION; LANGUAGE USE; COMMUNICATION; INTERVENTIONS; PROFILES;

D O I：

10.1177/1053451213509486

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

It is well known that children with autism spectrum disorder (ASD) demonstrate a significant delay in language development that impacts their ability to engage in robust conversations. In this article the authors discuss two specific elements of pivotal response training-motivation and self-initiations-for children with ASD. Specific research-based intervention strategies are addressed for teaching preschoolers with ASD to ask questions leading to social conversations. Additionally, the authors suggest ways that teachers can embed technology, specifically the use of iPad apps, to further support conversations. © Hammill Institute on Disabilities 2013.

引用

页码：195 / 202

页数：8

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