No abstract

Results supported the compensatory trajectory of development. Speech-language pathologists are encouraged to adopt evidence-based practices in order to boost reading outcomes for children with LD beginning in preschool.

Social interactions with peers are an important aspect of childhood development that is closely linked to emotional well-being and success in school. We conducted a comprehensive review of recent intervention studies evaluating strategies to improve the peer interaction outcomes of students with intellectual disabilities and/or autism. The purpose of this review was to characterize the current knowledge base, to analyze key dimensions of recent studies, and to identify important areas for future research and synthesis. The 85 reviewed studies addressed 20 educational practices, which we categorized as (a) student-focused, (b) peer-focused, and/or (c) support-focused. Although the overall quality of these studies was high, considerable variation exists in the degree to which specific practices have been adequately evaluated with students across disability categories and grade levels. Additional research is needed to strengthen the depth of evidence for these practices across school levels, school settings, and disability categories.

No abstract

The effects of a multicomponent intervention strategy to increase peer-directed social communication in eight Head Start children at risk for poor language and social skill development were examined. The intervention consisted of three components: (a) a planning period, including reading a storybook that illustrated the play theme and use of the social pragmatic communication strategies, practice using vocabulary to be used in play, and choosing roles for the thematic activity; (b) a 10-min play session in which the interventionist coached children to interact while they played with the thematic related toys; and (c) a brief reporting period in which children reviewed their use of the social pragmatic strategies and specific vocabulary. A multiple-baseline design across dyads with pre- and postgeneralization probes was employed. Children increased their use of peer-directed communication over baseline levels, target vocabulary words, and other social pragmatic skills.