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Semin Speech Lang 1998; 19(4): 355-372
DOI: 10.1055/s-2008-1064054
© 1998 by Thieme Medical Publishers, Inc.

Pivotal Responses and the Natural Language Teaching Paradigm

Lynn Kern Koegel, Robert L. Koegel, Cynthia M. Carter
  • University of California at Santa Barbara, Santa Barbara, California
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Publication History

Publication Date:
15 May 2008 (online)

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ABSTRACT

This article discusses the identification of pivotal behaviors for maximizing the impact of intervention for children with autism. Language deficits are not likely to make sufficient improvement unless pivotal variables, such as motivation, are addressed in the design of intervention programs. Pivotal target behaviors related to such children's motivation to engage in social communication are discussed, and their integration into a Natural Language Teaching Paradigm is described. Of particular interest are variables related to child choice, the use of natural reinforcers, the interspersal of maintenance trials to build behavioral momentum, and reinforcing communicative attempts. When used in combination to motivate the children to engage in and initiate communicative interactions, the impact on development can be considerable in terms of rate of acquisition, generalization of gains, and normalization of language development.

KEY WORDS

motivation - pivotal behaviors - self-initiations - autism - language intervention

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