Peer-Mediated Social Communication Intervention

Goldstein, Howard; Schneider, Naomi; Thiemann, Kathy

doi:10.1097/01.tld.0000269932.26504.a8

Cited by 69 publications

(4 citation statements)

References 38 publications

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“…However, like Goldstein et al (2007), taking into account the results obtained in maintenance phase, we consider that it may be more appropriate to extend the intervention over a longer period of time, spacing out the sessions in order to reduce the risk of tiring the students.…”

Section: Discussionmentioning

confidence: 99%

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study

et al. 2016

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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.

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Section: Discussionmentioning

confidence: 99%

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study

et al. 2016

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“…These children will need supports aimed not only at increasing basic vocabulary and sentence structure, but at the pragmatic aspects of language use in the context of social interactions, to address deficits like those identified by Paul et al [98]. Studies of the effects of a variety of approaches to social skills intervention (See [113] for review) generally concur that trained peers are more effective agents of this intervention that are adults [114], and that the interventions are more effective when they take place in a child’s natural environment, such as the classroom, than in a clinical setting [115]. …”

Section: Intervention Methods For Speakers With Asdmentioning

confidence: 99%

Interventions to Improve Communication in Autism

Paul

2008

Child and Adolescent Psychiatric Clinics of North America

124

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SYNOPSISIt is clear that children with autism benefit from intensive, early intervention that focuses on increasing the frequency, form, and function of communicative acts. Intervention methods that draw from a range of philosophies and make use of varying degrees of adult direction have been shown to be effective in increasing language and communicative behaviors, although direct comparisons among methods, controlled studies with random assignment to treatments, and long-term outcome studies are, as yet, lacking. Available evidence shows that highly structured behavioral methods have important positive consequences for these children, particularly in eliciting first words. However, the limitation of these methods in maintenance and generalization of skills suggests that many children with autism will need to have these methods supplemented with less adult-directed activities to increase communicative initiation and to carry over learned skills to new settings and communication partners. A review of programs aimed at language development in high functioning children with ASD points out the importance of thinking beyond words and sentences to the social functions of communication and language use when developing interventions. Although a range of adult-mediated programs are reviewed here, providing opportunities for mediated peer interactions with trained peers in natural settings appears to be especially important in maximizing the effects of this intervention.

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“…However, children should not rely too much on adults and other types of intervention may be needed to enable greater independence and generalisation in the use of the skills to new settings (Denning & Stanton-Chapman, 2014;Rogers, 2000). Whereas adult-mediated interventions usually request a certain pattern of behaviour, naturalistic interactions are learned from peers without previous planning (Goldstein, Schneider, & Thiemann, 2007). Children have been shown to learn social interactions more effectively in more naturally occurring situations involving peers than in adult-mediated interventions (Goldstein et al, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Whereas adult-mediated interventions usually request a certain pattern of behaviour, naturalistic interactions are learned from peers without previous planning (Goldstein, Schneider, & Thiemann, 2007). Children have been shown to learn social interactions more effectively in more naturally occurring situations involving peers than in adult-mediated interventions (Goldstein et al, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Insight Into Special Education Teachers’ Practices With Preschool Children in Saudi Arabia

Algahtani¹

2018

GJHS

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Special educational teachers’ practices in a centre for children with intellectual disabilities in Saudi Arabia were shown to be influenced by the Islamic and Arab context together with differing understandings of disability and American-influenced treatments of what are seen as inappropriate behaviours. Knowledge of the interventions which teachers find useful and effective enables identification of potential improvements in educational services for preschool children. In this interpretive qualitative study, data were collected from semi-structured interviews with fifteen teachers in a single centre. Findings identified through thematic analysis of the data are presented in three main categories: play as intervention, structure, and behaviour improvement. Teachers emphasized the importance of correcting behaviour as a prerequisite for more academic learning, with some acknowledgement of a child’s need for freedom and growing interest in Montessori. Key issues of initial teacher training and professional development would be addressed by the adoption of a more child-centred approach may be more suited to an Islamic approach to childhood.

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Peer-Mediated Social Communication Intervention

Cited by 69 publications

References 38 publications

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study

Interventions to Improve Communication in Autism

Insight Into Special Education Teachers’ Practices With Preschool Children in Saudi Arabia

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