Recognized as one of the top state-of-the-art treatments for autism in the United States, the innovative Pivotal Response Treatment uses natural learning opportunities to target and modify key behaviors in children with autism, leading to widespread positive effects on communication, behavior, and social skills. The product of 20 years of research from Robert and Lynn Koegel-co-founders of the renowned Autism Research Center at the University of California, Santa Barbara-- this proven approach is now clearly presented in one accessible book. Keeping parents involved in every aspect of behavioral intervention, therapists and educators of children from preschool to elementary school will use the research-supported PRT strategies to: (1) advance children's communication and language skills, even in extremely challenging cases; (2) foster social interactions and friendships with typically developing peers; (3) reduce disruptive behaviors by combining functional assessment with self-management strategies; (4) aid early identification and intervention; (5) reduce ritualistic behaviors and broaden children's interests; and (6) improve children's performance in school activities and on homework assignments. Because PRT works with each child's natural motivations and stresses functional communication over rote learning, this comprehensive model helps children develop skills they can really use. With this resource, educators and therapists will better support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement in natural, inclusive settings. The Table of Contents is divided into 4 parts. Part I. Overview of Pivotal Response Treatment, presents the first 6 chapters of the book: (1) The Basics of Pivotal Response Treatment (Robert L. Koegel, Daniel Openden, Rosy Matos Fredeen, and Lynn Kern Koegel); (2) A Screening, Training, and Education Program (First S.T.E.P.), (Lynn Kern Koegel, Nicolette Nefdt, Robert L. Koegel, Yvonne Bruinsma, and Rosy Matos Fredeen); (3) Interventions in General Education Classrooms: One Boy's Story as Seen by His Mother (Cheryl Fisher); (4) Incorporating Motivational Procedures to Improve Homework Performance (Robert L. Koegel, Quy H. Tran, Amanda Mossman, and Lynn Kern Koegel); (5) Parent Perspectives of Parent Education Programs ( Jennifer B. Symon, Robert L. Koegel, and George H.S. Singer); and (6) Ecocultural Theory and Cultural Diversity in Intervention Programs (Karen M. Sze and Robert L. Koegel). Part II, Development of Communication, continues with the next three chapters: (7) Developmental Trajectories with Early Intervention (Robert L. Koegel, Yvonne E.M. Bruinsma, and Lynn Kern Koegel); (8) First Words: Getting Verbal Communication Started (Robert L. Koegel, Karen M. Sze, Amanda Mossman, Lynn Kern Koegel, and Lauren Brookman-Frazee); and (9) The Pivotal Role of Initiations in the Habilitation (Rosy Matos Fredeen and Robert L. Koegel). Part III: Social Development, provides the next two chapters: (10) Working with Paraprofessionals to Improve Socialization in Inclusive Settings (Robert L. Koegel, Eileen F. Klein, Lynn Kern Koegel, Mendy A. Boettcher, Lauren Brookman-Frazee, and Daniel Openden); and (11) Play Dates, Social Interactions, and Friendships (Grace A. Werner, Laurie A. Vismara, Robert L. Koegel, and Lynn Kern Koegel). Part IV, Reducing Disruptive Behavior and Broadening Children's Interests contains: (12) Reducing Ritualistic Behaviors and Broadening Children's Interests (Robert L. Koegel, Jane Lacy Talebi, and Lynn Kern Koegel); (13) Improving Social-Communication, Empathy, and Pragmatics in Individuals with Asperger Syndrome (Lynn Kern Koegel, Jane Lacy Talebi, Robert L. Koegel, and Cynthia Carter); and (14) Combining Functional Assessment and Self-Management Procedures to Rapidly Reduce Disruptive Behaviors (Lynn Kern Koegel, Robert L. Koegel, Mendy A. Boettcher, Joshua Harrower, and Daniel Openden). The document concludes with References and an Index.