| Title |
Pivotal Response Treatment for Infants At-Risk for Autism Spectrum Disorders: A Pilot Study
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, May 2012
|
| DOI | 10.1007/s10803-012-1542-8 |
| Pubmed ID | |
| Authors |
Amanda Mossman Steiner, Grace W. Gengoux, Ami Klin, Katarzyna Chawarska |
| Abstract |
Presently there is limited research to suggest efficacious interventions for infants at-risk for autism. Pivotal response treatment (PRT) has empirical support for use with preschool children with autism, but there are no reports in the literature utilizing this approach with infants. In the current study, a developmental adaptation of PRT was piloted via a brief parent training model with three infants at-risk for autism. Utilizing a multiple baseline design, the data suggest that the introduction of PRT resulted in increases in the infants' frequency of functional communication and parents' fidelity of implementation of PRT procedures. Results provide preliminary support for the feasibility and utility of PRT for very young children at-risk for autism. |
X Demographics
The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | 67% |
| Canada | 1 | 33% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 3 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 237 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 5 | 2% |
| India | 1 | <1% |
| Canada | 1 | <1% |
| Unknown | 230 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Researcher | 37 | 16% |
| Student > Ph. D. Student | 34 | 14% |
| Student > Master | 34 | 14% |
| Student > Doctoral Student | 26 | 11% |
| Student > Bachelor | 22 | 9% |
| Other | 44 | 19% |
| Unknown | 40 | 17% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 92 | 39% |
| Social Sciences | 31 | 13% |
| Medicine and Dentistry | 16 | 7% |
| Nursing and Health Professions | 15 | 6% |
| Agricultural and Biological Sciences | 8 | 3% |
| Other | 22 | 9% |
| Unknown | 53 | 22% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 08 July 2018.
All research outputs
#14,777,452
of 25,654,806 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,469
of 5,484 outputs
Outputs of similar age
#99,282
of 176,656 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#35
of 53 outputs
Altmetric has tracked 25,654,806 research outputs across all sources so far. This one is in the 41st percentile – i.e., 41% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,484 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.4. This one is in the 35th percentile – i.e., 35% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 176,656 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 43rd percentile – i.e., 43% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 53 others from the same source and published within six weeks on either side of this one. This one is in the 33rd percentile – i.e., 33% of its contemporaries scored the same or lower than it.