Cynthia M. Carter

Bio: Cynthia M. Carter is an academic researcher from University of California, Santa Barbara. The author has contributed to research in topics: Autism & Multiple baseline design. The author has an hindex of 5, co-authored 5 publications receiving 807 citations.

Pivotal Response Intervention I: Overview of Approach

Abstract: The purpose of this article is to present an overview of several pivotal response interventions. Our research at the University of California, Santa Barbara, has been focused on attempting to identify pivotal areas that, when changed, result in concomitant positive changes in other areas. Pivotal areas that are discussed include responsivity to multiple cues, motivation to initiate and respond appropriately to social and environmental stimuli, and self-regulation of behavior, including self-management and self-initiations. The trend to streamline intervention by targeting behaviors that will have widespread effects on development, rather than targeting individual behaviors one at a time, is discussed.

Teaching Children with Autism Self-Initiations as a Pivotal Response.

Abstract: The purpose of this study was to assess whether children with autism could be taught a child-initiated query as a pivotal response to facilitate the use of grammatical morphemes. Data were collected within the context of a multiple baseline design across two children who lacked the use of temporal m

Pivotal Teaching Interactions for Children with Autism

Abstract: This article discusses effective teaching interactions in the treatment of autism with a focus on pivotal target behaviors. Specifically, in behaviorally oriented intervention approaches, our resea...

Using Choice with Game Play to Increase Language Skills and Interactive Behaviors in Children with Autism

Abstract: Children with autism often exhibit significant language delays and extremely disruptive behaviors when confronted with task situations or other interactions in which they would rather not partake. ...

Pivotal Responses and the Natural Language Teaching Paradigm

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.

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review.

Abstract: The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi: 10.1080/10459881003785506 ). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research.

Autism and Pervasive Developmental Disorders

Abstract: The quantity and quality of research into autism and related conditions have increased dramatically in recent years. Consequently we selectively review key accomplishments and highlight directions for future research. More consistent approaches to diagnosis and more rigorous assessment methods have significantly advanced research, although the boundaries of the 'broader phenotype' remain to be defined and the validity of Asperger's disorder as a discrete syndrome remains controversial. Recent epidemiological studies have shown that Autism Spectrum Disorders are common, but there continues to be debate about the causes of the increase in the frequency with which autism is diagnosed. Psychological research has helped to develop new developmental models for the disorder and there have also been significant advances in the molecular genetics of autism and understanding of the underlying neurobiological processes. Areas important for future research include the study of autism as it first develops, i.e., in infants and very young children, and of specific processes (psychological and neurobiological) which underlie the disorder. Significant challenges lie ahead in evaluating the growing number of treatments for autism and in integrating the results of research into treatment and educational settings.

Evidence-Based Comprehensive Treatments for Early Autism

Abstract: Early intervention for children with autism is currently a politically and scientifically complex topic. Randomized controlled trials have demonstrated positive effects in both short-term and longer term studies. The evidence suggests that early intervention programs are indeed beneficial for children with autism, often improving developmental functioning and decreasing maladaptive behaviors and symptom severity at the level of group analysis. Whether such changes lead to significant improvements in terms of greater independence and vocational and social functioning in adulthood is also unknown. Given the few randomized controlled treatment trials that have been carried out, the few models that have been tested, and the large differences in interventions that are being published, it is clear that the field is still very early in the process of determining (a) what kinds of interventions are most efficacious in early autism, (b) what variables moderate and mediate treatment gains and improved outcomes foll...

Joint attention and symbolic play in young children with autism: a randomized controlled intervention study

Abstract: Background: Delays and deficits in joint attention and symbolic play constitute two important developmental problems in young children with autism. These areas of deficit have been well studied in autism but have rarely been the focus of treatment efforts (see Kasari, Freeman, & Paparella, 2001). In this study, we examine the efficacy of targeted interventions of joint attention and symbolic play. Methods: Participants were 58 children with autism aged 3 and 4 years (46 boys). Children were randomized to a joint attention intervention, a symbolic play intervention, or control group. Interventions were conducted 30 minutes daily for 5–6 weeks. Both structured assessments of joint attention and play skills and mother–child interactions were collected pre and post intervention by independent assessors. Results: Results indicate that both intervention groups improved significantly over the control group on certain behaviors. Children in the joint attention intervention initiated significantly more showing and responsiveness to joint attention on the structured joint attention assessment and more child-initiated joint attention in the mother–child interaction. The children in the play group showed more diverse types of symbolic play in interaction with their mothers and higher play levels on both the play assessment and in interaction with their mothers. Conclusions: This randomized controlled trial provides promising data on the specificity and generalizability of joint attention and play interventions for young children with autism. Future studies need to examine the long-term effects of these early interventions on children's development.