A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most

Parsons, Lauren; Cordier, Reinie; Munro, Natalie; Joosten, Annette

doi:10.1007/s10803-019-04137-3

Cited by 8 publications

(24 citation statements)

References 29 publications

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“…However, traditionally such methods have been confined to clinic settings and clinic-based interventions demonstrated the highest effect-sizes. However, the advantage of delivering interventions in a school setting, rather than a clinic setting, is the added value of ecological validity [ 54 ]. As such, the burden is less on school-based intervention, compared with clinic-based interventions, for treatment effects to generalise to a natural social context within which treatment strategies are applied [ 54 , 55 ].…”

Section: Discussionmentioning

confidence: 99%

“…However, the advantage of delivering interventions in a school setting, rather than a clinic setting, is the added value of ecological validity [ 54 ]. As such, the burden is less on school-based intervention, compared with clinic-based interventions, for treatment effects to generalise to a natural social context within which treatment strategies are applied [ 54 , 55 ]. The results of the current study show that, when such methods are used in a school-based setting and involve peers, the results can be effective in reducing shyness.…”

Section: Discussionmentioning

confidence: 99%

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Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis

et al. 2021

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In school, shyness is associated with psychosocial difficulties and has negative impacts on children’s academic performance and wellbeing. Even though there are different strategies and interventions to help children deal with shyness, there is currently no comprehensive systematic review of available interventions. This systematic review and meta-analysis aim to identify interventions for shy children and to evaluate the effectiveness in reducing psychosocial difficulties and other impacts. The methodology and reporting were guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and checklist. A total of 4,864 studies were identified and 25 of these met the inclusion criteria. These studies employed interventions that were directed at school-aged children between six and twelve years of age and described both pre- and post-intervention measurement in target populations of at least five children. Most studies included an intervention undertaken in a school setting. The meta-analysis revealed interventions showing a large effect in reducing negative consequences of shyness, which is consistent with extant literature regarding shyness in school, suggesting school-age as an ideal developmental stage to target shyness. None of the interventions were delivered in a classroom setting, limiting the ability to make comparisons between in-class interventions and those delivered outside the classroom, but highlighting the effectiveness of interventions outside the classroom. The interventions were often conducted in group sessions, based at the school, and involved activities such as play, modelling and reinforcement and clinical methods such as social skills training, psychoeducation, and exposure. Traditionally, such methods have been confined to a clinic setting. The results of the current study show that, when such methods are used in a school-based setting and involve peers, the results can be effective in reducing negative effects of shyness. This is consistent with recommendations that interventions be age-appropriate, consider social development and utilise wide, school-based programs that address all students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis

et al. 2021

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“…The included articles were conducted in the following countries: Australia ( n = 6) [ 29 , 30 , 31 , 32 , 33 , 34 ], the USA ( n = 3) [ 35 , 36 , 37 ], France ( n = 1) [ 38 ], Italy ( n = 1) [ 39 ], Spain ( n = 1) [ 40 ], China ( n = 1) [ 41 ], Canada ( n = 1) [ 42 ] and India ( n = 1) [ 43 ] ( Table 2 ). The sample size of the included studies ranged from 10 [ 31 ] to 76 participants [ 33 ]. The age of the participants ranged from 1 to 14 years in all studies, except in one in which the age ranged from 2 to 33 years [ 39 ].…”

Section: Resultsmentioning

confidence: 99%

“…In all the included studies the study population consisted of children and adolescents with ASD, but in two of them the diagnoses were specifically Rett syndrome [ 39 ] and Asperger syndrome [ 33 ]. In some studies, in addition to ASD, the study population was made up of typically developing children and adolescents ( n = 4) [ 30 , 32 , 33 , 36 ] or by children and adolescents with other disorders, such as Down’s syndrome ( n = 1) [ 43 ] ( Table 2 ).…”

Section: Resultsmentioning

confidence: 99%

Scoping Review on Play-Based Interventions in Autism Spectrum Disorder

et al. 2022

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Play as a therapeutic strategy can help to improve daily functioning in children and adolescents with autism spectrum disorder (ASD). Play-based intervention can thus be an optimal option for treatment of this population. Our aim was to describe play-based interventions used in children and adolescents with ASD. We conducted a scoping review. A peer-reviewed literature search was conducted on PubMed, Scopus, EMBASE, Web of Science and PsycINFO databases. We included experimental studies which analyzed play-based interventions in children and adolescents with ASD, which were published in English/Spanish with full text available. We used three tables elaborated a priori to perform data extraction by two authors. Fifteen studies were included, mostly conducted in Australia and published during the past 10 years. Play-based intervention was categorized into three groups: new technologies, symbolic play or official techniques. Interventions lasted approximately 11 weeks, contained one weekly session of 30–60 min and were delivered by parents and teachers. Play-based interventions using new technologies were the most used. Intervention duration and number of sessions varied between articles. Further studies are needed to create play-based intervention protocols which can be implemented in clinical practice with children and adolescents with ASD, thus promoting evidence-based interventions in this field.

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“…Edition (CCC‐2; Bishop, 2003) to assess children's demonstrated pragmatic abilities in everyday settings. The CCC‐2 is a well‐validated tool for examining pragmatic language in both typical and atypical populations of children between the ages of 4 to 16 years old (Bishop, 2003; Ferrara et al., 2020; Parsons et al, 2019; Volden & Phillips, 2010). It demonstrates strong psychometric properties (e.g., internal consistency values ranging from .94–.96; Bishop, 2003; and .73–.89; Helland, Biringer, Helland, & Heimann, 2009; Helland, 2014) and strong interrater agreement (.93; Bishop, 2003).…”

Section: Methodsmentioning

confidence: 99%

Executive functioning moderates associations between shyness and pragmatic abilities

et al. 2020

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While elevated shyness is associated with weaker pragmatic language abilities for some children, not all shy children demonstrate pragmatic challenges. Understanding the factors that may account for this variability is important as proficient pragmatic abilities have been found to protect shy children from subsequent socio‐emotional maladjustment (Coplan & Weeks, 2009). Individual differences in cognitive processes may account for why some shy children evidence difficulty in pragmatic abilities whereas others do not. In the current study, associations between shyness, executive functioning (performance‐based and parent‐reported), and pragmatic abilities (knowledge and demonstrated abilities) were examined in a community sample of 8 to 12‐year‐old children (N = 81). Consistent with past work, shyness was associated with weaker pragmatic knowledge. However, parent‐reported executive functioning moderated associations between shyness and both pragmatic knowledge and demonstrated pragmatic abilities in everyday activities. Only those shy children with weaker parent‐reported executive functioning showed difficulties in their pragmatic abilities. That is, strength in applying executive functioning in everyday settings (or less executive dysfunction) seems to buffer shy children from pragmatic challenges. We discuss our results in terms of the way children acquire pragmatic competence and the temperamental and cognitive factors that may affect such development.

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A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most

Cited by 8 publications

References 29 publications

Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis

Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis

Scoping Review on Play-Based Interventions in Autism Spectrum Disorder

Executive functioning moderates associations between shyness and pragmatic abilities

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