Peer-mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism (original) (raw)
Related papers
Frontiers in Psychology, 2016
Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.
Purpose: This study investigates the impact of a multicomponent intervention on the social communication and engagement of preschool children with complex communication needs (CCN) and autism spectrum disorder (ASD) and peers without disabilities. Method: Five dyads of children participated in this research. A multiple probe design across dyads was used to evaluate the effects of intervention on the frequency of communicative turns expressed by children with CCN and ASD in interactions with peers. Frequency of peer turns, percentage of turns taken by peers, and joint engagement were investigated to assess the quality of the interaction. The intervention included (a) provision of a communication app on an Apple iPad Air 2 and (b) dyadic turn-taking training.
Increasing the Social Interaction of Two Children with Autism Spectrum Disorder and Their Peers
International Journal of Early Childhood Special Education, 2019
This study examined the effect of the Group Affection Activities (GAA) on social interaction of two preschool-aged children with Autism Spectrum Disorder (ASD) and their same-aged peers. In addition to the music group activities, the main component of the GAA game learning activities and peer-training were integrated into the intervention. Five peers were trained on how to interact with the target participants of the study. This including initiation of and responding to initaiations through means of both verbal and nonverbal communication acts during free play. This study utilized a case study design with an ABAB model revealed that improved rates of social interactions were associated with the presence of the intervention. The findings agree with those reported by previously conducted studies, however the maintenance and generalization of improved interaction skills remain to be of a great concern. It is suggested that in order to address this important issue, an intervention program combining the Group Affection Activities with peertraining should be systematically integrated into early childhood curriculum and implemented for all to benefit.
Aim: Although the link between autism and poor social skills is well documented, there is little consensus in terms of the effectiveness of strategies to promote peer interactions. This review systematically analyzed peer-mediated interventions that targeted communication in a school context with particular emphasis on AAC. The purpose of this review was to examine the specific communication outcomes targeted, determine methodological quality based on current CEC standards, and determine the effectiveness of peer-mediated interventions for elementary school aged children with ASD in a school context. Method: Of the 32 studies identified, 14 studies that met the predetermined inclusion criteria, including four that included AAC users, were summarized in terms of (1) description of participants, (2) peers implementing intervention, (3) peer training procedures, (4) dependent variable(s), (5) methodological design, (6) intervention procedures, and (7) results. Studies were then coded as either conclusive or inconclusive evidence dependent upon methodological quality. Results: The most frequently assessed dependent variables were specific communication acts such as getting attention, initiating conversation, responding, requesting, and turn taking. Negative social behavior such as inappropriately getting attention, perseverative speech, and echolalia among others were also included frequently. The majority of studies reported positive outcomes and 78% met the quality standards to be considered as conclusive evidence.
Journal of Autism and Developmental Disorders, 2014
The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers' ratings of prosocial skills revealed significantly greater improvements for the intervention group.
Peer Play Interventions To Support the Social Competence of Children with Autism Spectrum Disorders
Seminars in Speech and Language, 2006
Children with autism spectrum disorders (ASD) have difficulty connecting with others because they often lack the communication, social interaction, and play skills necessary for developing relationships with their peers. This article highlights the characteristics of four peer intervention programs described in the literature that have been successful in facilitating the social connections between children with ASD and their typical peers. The environments established for intervention, the role of the typical peer, and the role of the adult are described across the four programs. A fifth peer intervention program is introduced that focuses on establishing peer connections in the home of the child with ASD while facilitating bids and responses for behavior regulation, social interaction, and joint attention in the child with ASD and his or her typical peer in the context of play. Implications for practice are provided as clinicians consider the role peer mediation has in intervention planning and implementation for children with ASD.
Journal of Applied Behavior Analysis, 1984
We evaluated the effects of a peer-training strategy, consisting of direct prompting and modeling, on the occurrence and duration of interactions between autistic students and nonautistic peertrainers. Data were obtained in both training and generalization settings. The results of a multiplebaseline design across students demonstrated that: (a) the direct prompting procedure produced immediate and substantial increases in the occurrences and durations of positive social interactions between the peer-trainers and autistic students; (b) these increases were maintained across time at levels above baseline during subsequent free-play probes; (c) these findings were judged by teachers to be socially valid; (d) untrained peers increased their interactions with the autistic students in three of the four groups; (e) generalization of behavior change across settings occurred only after specific programming; and (f) interactions between untrained peers and peer-trainers decreased following training. Variables that may account for the results and the implications of these findings for peer-mediated interventions are discussed. DESCRIPTORS: Social behavior, generalization, peers, autistic children Deviant or delayed patterns of social interaction often characterize the behavior of autistic children (Denckla, 1983; Ritvo & Freeman, 1978; Rutter, 1978). Descriptions of their social withdrawal have induded little or no eye contact, lack of appropriate play with peers, active avoidance of social contact, and failure to initiate or sustain interactions (Ritvo & Freeman, 1978; Rutter, 1978). These characteristics may decrease the likelihood that au-This artide is based on a thesis submitted by Michael S.
Journal of Applied Behavior Analysis, 1992
We investigated the use of social skills groups to facilitate increased social interactions for students with autism and their nonhandicapped peers in an integrated first-grade classroom. Social skills groups consisted of training students and peers in initiating, responding, and keeping interactions going; greeting others and conversing on a variety of topics; giving and accepting compliments; taking turns and sharing; asking for help and helping others; and including others in activities. Training occurred during the first 10 min of 20-min play groups, four times per week. Using a multiple baseline across subjects design, results demonstrated increases in the frequency of, time engaged in, and duration of social interactions, as well as the responsivity of students and peers to each other. Results were maintained when students were monitored and given feedback on social performance in play groups and during follow-up. DESCRIPTORS: autism, social skills, integration, peer social interaction Students with autism exhibit a multitude of asocial and antisocial characteristics (Autism Society ofAmerica, 1990). By definition, appropriate social behavior implies positive or at least functional interaction with others. Consequently, there has been an increase in research investigations that use peer strategies (e.g., modeling, prompting, tutoring) as a vehide for increasing learning and improving social relationships of students with autism and other developmental disabilities (e.g., Carr & Dar