A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic Language Intervention for Children With Autism

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

doi:10.3389/fpsyg.2019.01960

Cited by 15 publications

(19 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…TD-playmates were expected to act as a key agent of change within this intervention, particularly for the facilitation of skills maintenance and generalisation for their peers with autism, as children were likely to continue to play and interact away from the clinic environment. These maintenance and generalisation findings for TD-playmates mirror those of their peers with autism (Parsons et al, 2019b), suggesting that TD-playmates may have assisted in facilitating the desired skills maintenance and generalisation for their peers with autism. However, the interaction between gains, maintenance and generalisation made by children within each dyad…”

Section: Discussionmentioning

confidence: 77%

“…This study aimed to investigate the pragmatic language outcomes for TD-playmates involved in a peer-mediated, play-based pragmatic language intervention for children with autism. Results indicated that the pragmatic language performance (POM-2) of the typicallydeveloping peers improved significantly over the 10-weeks of intervention, effects were maintained 3-months later, and scores were equivalent across the clinic and home environments; mirroring the results of their peers with autism (Parsons et al, 2019b). It was expected that TD-playmates would refine and impart the pragmatic language skills required to maintain a positive social-play interaction, as peer-modelling is a driver of change for target children in peer-mediated interventions.…”

Section: Discussionmentioning

confidence: 92%

“…While participants were aware of the intervention they received, outcome measures were administered by assessors blinded to participant group allocation. The pragmatic language outcomes for children with autism who participated in the study are reported in Parsons et al (2019b). This study focuses on the outcomes of the TD-playmates.…”

Section: Trial Design and Registrationmentioning

confidence: 99%

“…A recent randomised controlled trial (RCT) evaluated the effectiveness of a pragmatic language intervention for children with autism that combined peer-mediation with video selfmodelling, therapist modelling and parent mediated practice embedded within peer-peer social play (Parsons, Cordier, Munro, & Joosten, 2019b). Results for the children with autism showed the intervention was effective in improving children's use of pragmatic language skills while playing with a typically-developing peer.…”

Section: Introductionmentioning

confidence: 99%

“…This study focuses on the pragmatic language outcomes of the typically-developing (TD) playmates who participated in a peer-mediated intervention studied by Parsons et al (2019b). Participation in this peer-mediated intervention is unlikely to have a negative effect on TD-playmates' pragmatic language abilities as they are exposed to the same intervention techniques as children with autism.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Peer’s pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial

Parsons

Cordier

Munro

et al. 2020

Research in Developmental Disabilities

Self Cite

View full text Add to dashboard Cite

Background: Peer-mediated pragmatic language interventions can be of benefit to children with autism as they simultaneously target an individual child's pragmatic language skills and contextual factors related to social interactions. However, little is known about peer outcomes following peer-mediated interventions. Aims: This study evaluated the pragmatic language outcomes for typically-developing (TD) playmates who participated in a peer-mediated intervention for children with autism. Methods: Dyads (child with autism and TD-playmate; n=71) were randomised to a treatment-first or waitlisted-first comparison group. Dyads attended 10 clinic play-sessions with a therapist and parents mediated home-practice. The Pragmatics Observational Measure 2 nd edition (POM-2), and Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention. Results: Changes in both outcomes measures were equivalent for intervention-first and waitlisted TDplaymates, but all TD-playmates made significant gains in pragmatics following the intervention. Treatment effects maintained for 3-months (p<0.001-0.014, d=0.22-0.63), were equivalent in different environments (clinic and home). Peer relationship type and therapist profession mediated POM-2 scores across the study, while expressive language ability moderated SEE scores. Conclusions: This peer-mediated intervention had a positive impact on TD-playmate's pragmatic language capacity and performance.

show abstract

Section: Discussionmentioning

confidence: 77%

Section: Discussionmentioning

confidence: 92%

Section: Trial Design and Registrationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Peer’s pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial

Parsons

Cordier

Munro

et al. 2020

Research in Developmental Disabilities

Self Cite

View full text Add to dashboard Cite

show abstract

Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta‐analysis

Donolato,

Toffalini,

Rogde

et al. 2023

Campbell Systematic Reviews

View full text Add to dashboard Cite

BackgroundYoung people who fail to develop language as expected face significant challenges in all aspects of life. Unfortunately, language disorders are common, either as a distinct condition (e.g., Developmental Language Disorder) or as a part of another neurodevelopmental condition (e.g., autism). Finding ways to attenuate language problems through intervention has the potential to yield great benefits not only for the individual but also for society as a whole.ObjectivesThis meta‐analytic review examined the effect of oral language interventions for children with neurodevelopmental disorders.Search MethodsThe last electronic search was conducted in April 2022.Selection CriteriaIntervention studies had to target language skills for children from 2 to 18 years of age with Developmental Language Disorder, autism, intellectual disability, Down syndrome, Fragile X syndrome, and Williams syndrome in randomised controlled trials or quasi‐experimental designs. Control groups had to include business‐as‐usual, waiting list, passive or active conditions. However, we excluded studies in which the active control group received a different type, delivery, or dosage of another language intervention. Eligible interventions implemented explicit and structured activities (i.e., explicit instruction of vocabulary, narrative structure or grammatical rules) and/or implicit and broad activities (i.e., shared book reading, general language stimulation). The intervention studies had to assess language skills in receptive and/or expressive modalities.Data Collection and AnalysisThe search provided 8195 records after deduplication. Records were screened by title and abstract, leading to full‐text examinations of 448 records. We performed Correlated and Hierarchical Effects models and ran a retrospective power analysis via simulation. Publication bias was assessed via p‐curve and precision‐effect estimate.Main ResultsWe examined 38 studies, with 46 group comparisons and 108 effects comparing pre‐/post‐tests and eight studies, with 12 group comparisons and 21 effects at follow‐up. The results showed a mean effect size of d = 0.27 at the post‐test and d = 0.18 at follow‐up. However, there was evidence of publication bias and overestimation of the mean effects. Effects from the meta‐analysis were significantly related to these elements: (1) receptive vocabulary and omnibus receptive measures showed smaller effect sizes relative to expressive vocabulary, grammar, expressive and receptive discourse, and omnibus expressive tests; and (2) the length of the intervention, where longer sessions conducted over a longer period of time were more beneficial than brief sessions and short‐term interventions. Neither moderators concerning participants’ characteristics (children's diagnosis, diagnostic status, age, sex, and non‐verbal cognitive ability and severity of language impairment), nor those regarding of the treatment components and implementation of the language interventions (intervention content, setting, delivery agent, session structure of the intervention or total number of sessions) reached significance. The same occurred to indicators of study quality. The risk of bias assessment showed that reporting quality for the studies examined in the review was poor.Authors’ ConclusionsIn sum, the current evidence base is promising but inconclusive. Pre‐registration and replication of more robust and adequately powered trials, which include a wider range of diagnostic conditions, together with more long‐term follow‐up comparisons, are needed to drive evidence‐based practice and policy.

show abstract

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

Parsons

Cordier

Munro

et al. 2019

J Autism Dev Disord

View full text Add to dashboard Cite

A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic Language Intervention for Children With Autism

Cited by 15 publications

References 50 publications

Peer’s pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial

Peer’s pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial

Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta‐analysis

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

Contact Info

Product

Resources

About