Peer-Mediated Intervention: Enhancing the Social Conversational Skills of Adolescents With Autism Spectrum Disorder

Bambara, Linda M.; Thomas, Amanda; Chovanes, Jacquelyn; Cole, Christine L.

doi:10.1177/0040059918775057

Cited by 9 publications

(6 citation statements)

References 22 publications

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“…Given the increasing number of young adults with IDD pursuing degrees, certificates, and/or participating in 18-21 transition programs on university campuses (Elias & White, 2018;Grigal et al, 2018), additional peer-mediated intervention research is needed for older learners. The existing peer-mediated intervention research for secondary students indicates positive findings (Bambara et al, 2016(Bambara et al, , 2021(Bambara et al, , 2018b; however, more research in postsecondary settings is needed to strengthen the evidence base. We evaluated the effects of structured or natural peer-mediated interventions on the conversation skills of young adults with IDD who were on a university campus as part of their enrollment in an 18-21 transition program.…”

Section: Rationale For the Two Experimentsmentioning

confidence: 99%

Peer-Mediated Interventions to Enhance Conversation Skills of Young Adults with Intellectual and Developmental Disabilities on a University Campus

Bross,

Wall,

Pinczynski

et al. 2024

J Dev Phys Disabil

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Young adults with intellectual and developmental disabilities (IDD) on college campuses are vulnerable to exclusion and a lack of social participation. However, peers can provide meaningful supports to young adults with IDD in the area of social/communication skills. The purpose of this study was to enhance the conversation skills of four young adults with IDD (ages 22–23) during their regular lunch breaks on a university campus. The dependent variable was percent of conversational engagement during 10-min audio recorded sessions as measured using partial interval recording procedures. Typically developing peers served as peer coaches and provided structured or natural supports. Experiment 1 used an alternating treatments design to compare the effects of peer coaching alone vs. peer coaching + goal setting with two adjacent baseline conditions and a final student-choice condition. Results for Experiment 1 indicated peer coaching alone and the additive effects of goal setting was more effective than natural supports only. Experiment 2 used a withdrawal design to compare the effects of young adults with IDD speaking with fellow classmates with disabilities vs. peers without disabilities. Participants in Experiment 2 demonstrated higher levels of conversational engagement when speaking with peers without disabilities in a natural manner. Social validity of the different peer-mediated interventions was overall high for all participant types as reported on questionnaires and exit interviews. We provide implications for practice and suggestions for future research related to peer-mediated interventions for young adults with IDD on college and university campuses.

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Section: Rationale For the Two Experimentsmentioning

confidence: 99%

Peer-Mediated Interventions to Enhance Conversation Skills of Young Adults with Intellectual and Developmental Disabilities on a University Campus

Bross,

Wall,

Pinczynski

et al. 2024

J Dev Phys Disabil

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show abstract

“…For students with ASD who also need communication supports, using activity schedules as a type of shared material between the peers can promote communication (Hart Barnett, Trillo, & More, 2018). The incorporation of a social script may benefit students with ASD who have difficulties initiating conversation and have higher levels of reading comprehension (Bambara, Thomas, Chovanes, & Cole, 2018; see Figure 4). In addition, visual supports in the form of pictures, photographs, or symbols can be used with students who do not have high levels of reading comprehension.…”

Section: Mrs Yaught Recommends That Mrmentioning

confidence: 99%

Peer-Mediated Instruction and Activity Schedules: Tools for Providing Academic Support for Students With ASD

Mahoney¹

2019

TEACHING Exceptional Children

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“…Create opportunities for success by training and role modeling with the math helpmate regarding how to request information and commence math activities, comment and ask questions, direct and prompt math interactions, and reinforce math solutions with his math partner. Math helpmates need to know how to be responsive an encourage conversations (Bambara, Thomas, Chovanes, & Cole, 2018). Accommodating training strategies may include pictorially based stories, visual scripts, activity schedules, peer journals, sequence strips, puppets, role-modeling videos, or visual cues using digital photos.…”

Section: Teachers' Supporting Rolementioning

confidence: 99%

“…Using visual schedules with drawings, photos, and words during training can give the child a concrete idea of what will happen next (Brillante, 2017). Visual supports should be individualized to support the target math skill and also match the child's capabilities (Bambara, Thomas, Chovanes, & Cole, 2018). There are a variety of developmentally appropriate formats for young children including cue cards, communication books, and tablets.…”

Section: Teachers' Supporting Rolementioning

confidence: 99%

Using Peer-Shared Intervention Strategies for Promoting Math Explorations and Critical Thinking in Early Childhood Inclusive Classrooms

Harris

2019

IJCE

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Inclusive early childhood settings invite children with and without disabilities to play, learn, and work together in one classroom. Teachers can take advantage of children’s curiosity for math when they organize creative learning environments and develop meaningful critical thinking experiences to increase children’s interactions with peers. Peer-shared activities, including math helpmates and math chats, can offer a hopeful approach for supporting higher order and critical thinking math experiences for young children in inclusive classroom settings. Inviting a math helpmate to explain to a peer how or why they arrived at an answer or to show a different way to find an answer during math activities can promote critical math thinking and communication skills. To maximize success when using peer-shared strategies, teachers should be actively involved in monitoring math progress, providing feedback to children, and supporting peer interactions. This article will explore a variety of strategies for creating math discoveries and critical thinking using peer-shared activities at school and home. Practical strategies to be discussed will include math helpmates, math chats, and incidental teaching for increasing for supporting children’s natural interest in math concepts.

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Peer-Mediated Intervention: Enhancing the Social Conversational Skills of Adolescents With Autism Spectrum Disorder

Cited by 9 publications

References 22 publications

Peer-Mediated Interventions to Enhance Conversation Skills of Young Adults with Intellectual and Developmental Disabilities on a University Campus

Peer-Mediated Interventions to Enhance Conversation Skills of Young Adults with Intellectual and Developmental Disabilities on a University Campus

Peer-Mediated Instruction and Activity Schedules: Tools for Providing Academic Support for Students With ASD

Using Peer-Shared Intervention Strategies for Promoting Math Explorations and Critical Thinking in Early Childhood Inclusive Classrooms

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