Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC

Therrien, Michelle C. S.; Light, Janice; Pope, Lauramarie

doi:10.3109/07434618.2016.1146331

Cited by 71 publications

(28 citation statements)

References 39 publications

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“…Recent reviews on AAC intervention studies report limitations related to the need for (a) a larger number of children and randomized group designs, (b) measuring outcomes with different communication partners, and (c) reporting generalization across settings and partners and if progress is maintained (Therrien et al, 2016;van der Meer & Rispoli, 2010). In the PMI literature, there is a need for research on (a) preschool-age children, (b) a larger number of participants, (c) generalization and maintenance measures, (d) treatment fidelity data for peer behaviors, and (e) social validity outcomes (Zagona & Mastergeorge, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Research on strategies to teach peers to be communication partners for individuals with developmental disabilities learning to use AAC is growing for elementary and secondary students (Chung, Carter, & Sisco, 2012b). Therrien, Light, and Pope (2016) reported that, of 19 AAC studies designed to improve peer interactions, only 30% included participants with autism and that six of these were preschool children with complex communication needs (within two single-subject design studies). Overall, the authors reported higher gain scores on peer interaction skills in studies that combined approaches, such as peer training (e.g., peers taught to model or prompt AAC use), child-specific instruction on AAC use, and arranging the environment.…”

Section: Aac Interventions and Peer Partnersmentioning

confidence: 99%

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Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder

Thiemann-Bourque

Feldmiller

Hoffman

et al. 2018

J Speech Lang Hear Res

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Purpose This study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app. Method Effects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers. Results Children receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize improvements and maintain communication gains. Treatment fidelity was high for school staff and peer implementation. Conclusions Results support positive effects on communication of teaching young children with ASD and peers without disabilities to use the same SGD system in typical preschool activities. SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers.

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Section: Discussionmentioning

confidence: 99%

Section: Aac Interventions and Peer Partnersmentioning

confidence: 99%

Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder

Thiemann-Bourque

Feldmiller

Hoffman

et al. 2018

J Speech Lang Hear Res

View full text Add to dashboard Cite

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“…Other intervention models suggest embedding JA interactions into pretend play contexts [3]. Therapy approaches which focus on combining social interaction with direct training will lead to increases in skills of initiating and maintaining JA with others for children with ASD [20].…”

Section: Discussionmentioning

confidence: 99%

Joint Attention Profiles for Children with Autism in Interactions with Augmentative and Alternative Communication Systems

McCarthy

Broach

Benigno

2016

Clin Arch Commun Disord

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Joint attention (JA) is a key intervention component in addressing the needs of children with Autism Spectrum Disorders (ASD) with limited functional speech [1]. Because social communication difficulties are a major feature of ASD, early intervention is crucial [2]. Designing intervention protocols to support advances in joint attention is important since JA is related to expressive and receptive language skills [3, 4]. Further, there is a need for guidance on managing the attentional demands of social communication interactions for children with ASD, particularly when natural speech does not adequately meet their daily communication needs [5,6]. One strategy used to enhance communication in children with ASD is Augmentative and Alternative Communication (AAC) which includes communication modalities that do not require anything but the individual's body (e.g. signing or gesturing) as well as strategies involving external equipment such as pictures or computer based systems with synthesized voice output [7]. Adopting AAC early on, particularly for children with autism who are nonspeaking, may positively impact their subsequent speech, language, and social communication skills [8]. Shifting attention between an external communication aid and their communication partner may be more challenging for children with autism [9]. It follows, then, that creating a situation that is easiest for the child to attend to the communication partner, the system, and object(s) of interest will Seven preschool children (M age = 3;11; range = 2;10-5;7) with autism or related pragmatic difficulties participated in two structured interactions with an AAC system. In the aligned interaction, the system was placed at the chest level of the experimenter with the actual book to the side. In the divided interaction, the system was placed to one side of the experimenter and the book was placed to the other side. Based on states of joint attention (JA) engagement during the AAC interactions, two subgroups emerged: beginning coordinators and active coordinators. JA engagement states with the caregiver, performance on the Early Social Communication Scales, and caregiver report of language and communication skills supported the observations during the AAC interactions. Future research directions and implications for therapy are discussed.

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“…A growing body of evidence supports the benefits of integrating peer-mediated approaches into AAC interventions for children with complex communication needs (Thiemann-Bourque et al, 2018). A recent review summarizing 19 AAC intervention studies designed to promote peer interactions concluded that a multimethod approach may be most effective in supporting and improving peer interactions for this population (Therrien, Light, & Pope, 2016). Methods to enhance communication include teaching specific communication skills during AAC instruction, teaching peers to be responsive partners, and setting up a supportive environment.…”

Section: Aac Interventions and Peer Partnersmentioning

confidence: 99%

Expanding Communication Modalities and Functions for Preschoolers With Autism Spectrum Disorder: Secondary Analysis of a Peer Partner Speech-Generating Device Intervention

Thiemann-Bourque

Goldstein

2020

J Speech Lang Hear Res

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Purpose This study reports a secondary analysis of the nature of communicative functions and modalities used in initiations and responses of minimally verbal preschoolers with severe autism spectrum disorder (ASD) from a previously published study ( Thiemann-Bourque, Feldmiller, Hoffman, & Johner, 2018 ). This analysis focused on the final cohort ( n = 6) from a group design study ( N = 45) that examined a peer mediation and speech-generating device (SGD) intervention compared to an SGD-only condition. Method After teaching peers to use an iPad as an SGD within a modified stay-play-talk approach, school staff implemented SGD instruction in child–peer dyads during typical preschool activities. To investigate individual differences among children who demonstrated increased communication acts in the peer + SGD condition, changes in reciprocity, modalities used, and communicative functions were examined using a multiple-baseline design across children. Fidelity of implementation and social validity data were also collected. Results Six children with ASD and their peers demonstrated more balanced reciprocity, with individual differences in how and why children communicated during exchanges. That is, all children with ASD increased in SGD use as their primary communication mode; 3 children used different modalities including more speech, and 3 children used primarily gestures and SGD. The most frequent function expressed was requests for objects. More modest increases were observed in comments and requests for actions, with negligible changes in gaining attention. Social validity reports by naïve judges reflected clear improvements in communication interactions. Conclusion Findings are promising for a preschool SGD intervention that can expand children's modalities and communicative functions to engage in balanced exchanges with peer partners. Supplemental Material https://doi.org/10.23641/asha.11374203

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Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC

Cited by 71 publications

References 39 publications

Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder

Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder

Joint Attention Profiles for Children with Autism in Interactions with Augmentative and Alternative Communication Systems

Expanding Communication Modalities and Functions for Preschoolers With Autism Spectrum Disorder: Secondary Analysis of a Peer Partner Speech-Generating Device Intervention

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