Pivotal Response Training (PRT)
- Schreibman, L., Stahmer, A. C., Suhrheinrich, J. (2008). Enhancing
generalization of treatment effects via pivotal response training and the individualization of treatment protocols. In C. Whalen (Ed.) Real Life, Real Progress for Children with Autism Spectrum Disorders: Strategies for Successful Generalization, Baltimore, MD: Paul H. Brookes Publishing Co.
- Baker-Ericzen, M., Stahmer, A. C., & Burns, A. (2007). Association of child demographics with child outcomes in a community-based Pivotal Response Training program. Journal of Positive Behavior Interventions, 9, 52-60.
- Suhrheinrich, J., Stahmer, A. C., & Schreibman, L. (2007). A preliminary assessment of teachers’ implementation of Pivotal Response Training. Journal of Speech Language Pathology and Applied Behavior Analysis, 1-2, 1-13.
- Brookman-Frazee, L., Stahmer, A. C., Baker-Ericzén, M., & Tsai, K. (2006). Parenting interventions for children with autism spectrum and disruptive behavior disorders: Opportunities for cross-fertilization. Clinical Child and Family Psychology Review, 9, 181-200.
- Stahmer, A. C., Schreibman, L., Powell, N. P. (2006). Social validation of symbolic play training in children with autism. Journal of Early and Intensive Behavioral Intervention, 3, 196-210.
- Schreibman, L., & Koegel, R. L. (2005). Training for parents of children with autism: Pivotal responses, generalization, and individualization of interventions. In E. D. Hibbs & P. S. Jensen (Eds.), Psychosocial treatment for child and adolescent disorders: Empirically based strategies for clinical practice (2nd Edition) (pp. 605-631). Washington, D. C.: American Psychological Association.
- Stahmer, A. C., Ingersoll, B., & Carter, C. (2003). Behavioral approaches to promoting play. Autism – International Journal of Research and Practice, 7, 401-413.
- Stahmer, A. C., & Gist, K., (2001). Enhancing parent training through additional support services. Journal of Positive Behavior Interventions, 3, 75-82.
- Stahmer, A. C. (1999). Using Pivotal Response Training to facilitate appropriate play in children with autistic spectrum disorders. Child Language Teaching and Therapy, 15, 29-40.
- Pierce, K., & Schreibman, L. (1997). Multiple peer use of Pivotal Response Training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160.
- Pierce, K. & Schreibman, L. (1997). Using peer trainers to promote social behavior in autism: Are they effective at enhancing multiple social domains? Focus on Autism and Other Developmental Disabilities, 12, 207-218.
- Koegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26, 347-359.
- Schreibman, L., Stahmer, A. C., & Pierce, K. (1996). Alternative applications of Pivotal Response Training: Teaching symbolic play and social interaction skills. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 353-371). Baltimore, MD: Paul H. Brookes Publishing Co.
- Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285-295.
- Thorp, D . M., Stahmer, A. C., & Schreibman, L. (1995). The effects of sociodramatic play training on children with autism. Journal of Autism and Developmental Disorders, 25, 265-282.
- Stahmer, A. C. (1995). Teaching symbolic play skills to children: Generalization and maintenance of behavior changes. Journal of Autism and Developmental Disorders, 25, 123-141