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

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

doi:10.1016/j.ridd.2020.103591

Cited by 4 publications

(3 citation statements)

References 26 publications

(36 reference statements)

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“…Future studies also need to more closely explore the effect of conversation training on those typically developing children who show no conversational difficulties at baseline. Currently, although evidence is sparse, it appears that training conversation in children with age-appropriate conversation skills may be beneficial with improvements in explicit awareness and non-verbal pragmatic interaction (Bierman & Furman, 1984; Parsons et al, 2020). Indicative findings of positive effects when training typically developing 8- and 9-year-olds in other pragmatic domains (Tonini et al, 2022) lend support to the suggestion that future studies should further explore whether explicit conversation training may also be beneficial for ALL children.…”

Section: What Have We Learnt About How To Support Child Social Conver...mentioning

confidence: 99%

Topic maintenance in social conversation: What children need to learn and evidence this can be taught

et al. 2023

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Individual differences in children’s social communication have been shown to mediate the relationship between poor vocabulary or grammar and behavioural difficulties. Moreover, there is increasing evidence that social communication skills predict difficulties with peers over and above vocabulary and grammar scores. The essential social communicative skills needed to maintain positive peer relationships revolve around conversation. Children with weaker conversation skills are less likely to make and maintain friendships. While helping all children to participate actively in collaborative conversations is part of school curricula, evidence-based training on how to achieve this is rarely provided for teachers. In this review, we first provide an overview of the key components of conversation skills and the cognitive abilities required to maintain them. We then present a narrative review of randomised controlled trials and experimental studies that either trained child conversation skills or included conversation skills in both training and outcome measures. Most of the studies focussed on training conversational ability in autistic children. The general finding was that verbally fluent autistic children improve following conversation training on blind-assessed reciprocal conversational ability. Only two studies were found that trained conversation skills in typically developing children with adequate controls and outcome measures, which directly assessed conversational proficiency. Both studies focussed on typically developing children who, at baseline, were in the weaker third of the mainstream classroom. Importantly, training not only improved the conversational ability of these children, it also improved their rates of lunchtime interaction with peers and their peer popularity ratings. We argue that there is considerable potential for supporting conversation skills in the classroom as a universal or Tier 1 intervention. Future research should explore whether conversation skills training would benefit the whole classroom.

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Section: What Have We Learnt About How To Support Child Social Conver...mentioning

confidence: 99%

Topic maintenance in social conversation: What children need to learn and evidence this can be taught

et al. 2023

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“…PMII is among evidence-based practices as stated by the recent reports published by the two important organizations including National Autism Center (NAC, 2015) and National Professional Development Center (NPDC, 2020). PMII has an important role in developing (a) the social interaction skills such as joint attention, communication, initiating, continuing with and responding to interaction, turn-taking (Kasari, Rotheram-Fuller, Locke, & Gulsrud, 2012;Katz & Girolametto, 2015), (b) academic (Bene, Banda, & Brown, 2014), (c) play (Hundert, Rowe, & Harrison, 2014), (d) daily living (Blew, Schwartz & Luce, 1985) and (e) commuciation skills (Parsons, Cordier, Munro, & Joosten, 2020;Thiemann-Bourque, McGuff, & Goldstein, 2017). These are also used as effective interventions for decreasing the socially inappropriate behaviors of these children (Lee, Odom, & Loftin, 2007).…”

Section: The Purpose Characteristics Benefits and Limitations Of Pmiimentioning

confidence: 99%

“…Akran aracılı müdahaleler, erken çocukluk döneminden erişkinliğe kadar çeşitli yaş, cinsiyet ve yetersizlik gruplarındaki çocukların (a) ortak dikkat, iletişim, etkileşim başlatma, etkileşimi sürdürme, etkileşime yanıt verme, sıra alma gibi sosyal iletişim (Kasari, Rotheram-Fuller, Locke, & Gulsrud, 2012;Katz & Girolametto, 2015), (b) akademik (Bene, Banda, & Brown, 2014), (c) oyun (Hundert, Rowe, & Harrison, 2014), (d) günlük yaşam (Blew, Schwartz, & Luce, 1985) ve (e) dil becerilerinde (Parsons, Cordier, Munro, & Joosten, 2020;Thiemann-Bourque, McGuff, & Goldstein, 2017) ilerlemelere yol açmaktadır. Bu müdahaleler aynı zamanda OSB olan çocukların sosyal açıdan uygun olmayan davranışlarını azaltmada da etkili müdahaleler olarak kabul edilmektedir (Lee, Odom, & Loftin, 2007).…”

Section: Akran Aracılı Müdahalelerin Amaçları Temel öZellikleri Katkıları Ve Sınırlılıklarıunclassified

Erken Çocukluk Dönemindeki Kaynaştırma Uygulamalarında Sosyal Etkileşimin Geliştirilmesine Yönelik Akran Aracılı Müdahaleler

Tikiroğlu

Özen

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Bu çalışma, erken çocukluk dönemindeki kaynaştırma uygulamalarında tipik gelişen çocuklarla otizm spektrum bozukluğu olan çocuklar arasındaki sosyal etkileşimi geliştirmeye yönelik müdahaleler arasında ön plana çıkan akran aracılı müdahalelerle ilgili genel bir bilgi sunmayı amaçlamaktadır. Bu amaç doğrultusunda, öncelikle akran aracılı müdahalelerin amaçları, temel özelikleri, Otizm Spektrum Bozukluğu olan çocuklara, tipik gelişen akranlara, erken çocukluk eğitim ortamlarına katkıları ve sınırlılıklarından söz edilmiştir. Ayrıca bu müdahalelerin sınıflandırılması ve erken çocukluk dönemindeki çocuklarda uygulanma süreci açıklanmıştır. Ardından son yıllarda alanyazında kullanımı ön plana çıkan Akran Aracılı Doğal Gelişimsel Davranışsal Müdahalelerle ilgili araştırmalara yer verilmiştir. Son olarak konuyla ilgili ileri araştırmalara ve erken çocukluktaki kaynaştırma uygulamalarına yönelik öneriler sunulmuştur. Anahtar sözcükler: Kaynaştırma uygulamaları, sosyal etkileşim, akran aracılı müdahaleler, otizm spektrum bozukluğu olan çocuklar, tipik gelişen akranlar.

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Implementation of a Peer-Mediated Intervention to Teach Behavioral Expectations for Two Students on Autism Spectrum and a Student with ADHD in an Inclusive Elementary Classroom in Taiwan

Chen

2022

J Autism Dev Disord

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

Cited by 4 publications

References 26 publications

Topic maintenance in social conversation: What children need to learn and evidence this can be taught

Topic maintenance in social conversation: What children need to learn and evidence this can be taught

Erken Çocukluk Dönemindeki Kaynaştırma Uygulamalarında Sosyal Etkileşimin Geliştirilmesine Yönelik Akran Aracılı Müdahaleler

Implementation of a Peer-Mediated Intervention to Teach Behavioral Expectations for Two Students on Autism Spectrum and a Student with ADHD in an Inclusive Elementary Classroom in Taiwan

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