The DOI matches its Crossref record; 147 of the 150 references it cites were found in a registry or an index.
Pivotal Areas in Intervention for Autism
Abstract
Discusses several core pivotal areas that appear to be influential in intervention for autism. Literature and outcome data are reviewed with respect to several core areas that appear to be particularly helpful in intervention for autism, including improving motivation, responsivity to multiple cues, self-management, and self-initiation of social interactions. A conceptual framework is described, and outcome data are reviewed suggesting that when children with autism are motivated to initiate complex social interactions, it may reverse a cycle of impairment, resulting in exceptionally favorable intervention outcomes for many children. Because the peripheral features of autism can be numerous and extensive, the concept of intervention for pivotal areas of functioning may be critical if children are to be habilitated in a time- and cost-efficient manner.
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“In fact, in behavioral treatment programs, young children with ASD profit less from the use of social rewards than from non-social reinforcers [42,43]”
From Social “wanting” dysfunction in autism: neurobiological underpinnings and treatment implications (2012) · cites this paper as [42]
In the citing paper
“A weak social ‘wanting’ circuitry suggests that particularly strong social cues, in combination with other strategies to boost attention and engagement [2], might be necessary for individuals with ASD to help them establish motivational salience and initiate desired behaviors [4,42].”
From Social “wanting” dysfunction in autism: neurobiological underpinnings and treatment implications (2012) · cites this paper as [42]
In the citing paper
“The initial behavioral modification programs attempted to create responsiveness to social stimuli through operant conditioning using already powerful reinforcers (for example, food [43,188,189]), but this approach only showed limited generalization effects to daily social function [42].”
From Social “wanting” dysfunction in autism: neurobiological underpinnings and treatment implications (2012) · cites this paper as [42]
In the citing paper
“Later programs focusing on the functional (that is, contextual) analysis of problem behaviors were more successful in addressing core deficits [3,5,6,32,42,190-196].”
From Social “wanting” dysfunction in autism: neurobiological underpinnings and treatment implications (2012) · cites this paper as [42]
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Levy, S. E., Mandell, D. S., & Schultz, R. T. (2009) · The Lancet · doi:10.1016/s0140-6736(09)61376-3 · Cited by 651
Advances in the Treatment of Fragile X Syndrome
Hagerman, R. J., Berry-Kravis, E., Kaufmann, W. E., Ono, M. Y., Tartaglia, N., Lachiewicz, A., Kronk, R., Delahunty, C., Hessl, D., Visootsak, J., et al. (2009) · Pediatrics · doi:10.1542/peds.2008-0317 · Cited by 596
Challenges in Evaluating Psychosocial Interventions for Autistic Spectrum Disorders
Lord, C., Wagner, A., Rogers, S. J., Szatmári, P., Aman, M. G., Charman, T., Dawson, G., Durand, V. M., Grossman, L., Guthrie, D., et al. (2005) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-005-0017-6 · Cited by 403
“These child behaviors include ‘‘pivotal responses’’ that provide a child with important ways to learn from others ( Koegel, Koegel, & McNerney, 2001 ) and those eliciting ‘‘boot-strapping operations,’’ that is, that result in positive responses from other people that may lead to learning of other behaviors (Shatz & Eb…”
BackgroundPredictors of Optimal Outcome in Toddlers Diagnosed with Autism Spectrum Disorders
Sutera, S., Pandey, J., Esser, E. L., ROSENTHAL, M. A., Wilson, L. B., Barton, M. L., Green, J., Hodgson, S., Robins, D. L., Dumont-Mathieu, T. M., et al. (2007) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-006-0340-6 · Cited by 341
“2004). Koegel, Koegel, and McNerney (2001) hypothesized that there were pivotal areas that influenced outcome.”
BackgroundHopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Wimsatt, F. C., & Biasini, F. J. (2011) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-011-1179-z · Cited by 371
“Generalization, the ability to transfer a learned behavior acquired during a training activity to another similar or related activity or situation, is considered a difficult task for children with an ASD (Koegel et al. 2001).”
Background
Metadata
- Authors
- Koegel, R. L., Koegel, L. K., & McNerney, E. K.
- Affiliations
- University of California, Santa Barbara (US)
- Venue
- Journal of Clinical Child & Adolescent Psychology
- Publisher
- Informa UK Limited
- Published
- 2001-02-01
- Volume
- 30
- Issue
- 1
- Pages
- 19-32
- ISSN
- 1537-4416 (ISSN-L)
- 1537-4424
- OpenAlex
- W2015957449
- Cited by
- 243
- References
- 150
- Citations by year
- 2026: 1 · 2025: 15 · 2024: 3 · 2023: 6 · 2022: 5 · 2021: 14 · 2020: 15 · 2019: 6 · 2018: 9 · 2017: 9 · 2016: 9 · 2015: 11 · 2014: 18 · 2013: 12 · 2012: 13
- FWCI
- 1.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Clinical Child & Adolescent Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Mental Health (MH 28210)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
- Keywords
- autism spectrum disorder, autism intervention, motivation, self-management, social initiation, social interaction, intervention outcomes, conceptual framework
- MeSH terms
- Autistic Disorder, Child, Cues, Humans, Models, Psychological, Motivation, Physical Stimulation, Reinforcement, Psychology, Self Care, Social Behavior, Treatment Outcome
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