The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders

Abstract

Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students’ use of communication acts with peers during free play following instruction. Peer Network groups occurred over a 3-month period for 30 min 3 times per week. Visual inspection of trends and TauU effect size calculations showed significant changes in total communication acts for all four participants during peer network sessions and increased initiations for three of the four participants. Generalization probes during classroom centers indicated increased communications following interventions for three of the four participants.

A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade

“…Studies examining the benefits of combining two of these interventions, direct instruction and peer-mediated approaches, are reporting marked improvements in children’s communication with peer partners (Kamps et al, 2002; Kamps, Mason, Thiemann-Bourque, Feldmiller, Turcotte, & Miller, 2014; Thiemann & Goldstein, 2004; Wolfberg, DeWitt, Young, & Nguyen, 2014) and in greater nominations or playing more central roles in classroom social networks (Kasari, Rotheram-Fuller, Locke, & Gulsrud, 2011). Combining these two approaches follows recommendations of research reviews and investigations of effective social interventions that specify the need for direct instruction of specific social behaviors and a focus on the social-pragmatic use of language to interact with others (Goldstein, 2002; Kamps et al, 2002; Koegel, 2000; Reichow & Volkmar, 2010).…”

Intervenção mediada por pares: Conceito e implicações para a pesquisa e para as práticas pedagógicas de professores de alunos com autismo

“…Mas o que chama a atenção é seu potencial aproveitamento para a inclusão de alunos com autismo, campo carente de práticas efetivas, especialmente para o desenvolvimento das habilidades sociais. Kamps et al (2014), por exemplo, avaliaram o impacto desta intervenção utilizando o modelo de Redes de Pares para promover as habilidades sociais, mais especificamente a frequência de atos comunicativos de alunos do Ensino Fundamental com TEA. Foi empregado um delineamento experimental de estudo de caso único com linhas de base múltiplas entre os participantes.…”

“…Os estudos sobre IMP utilizam diferentes abordagens para ensinar as estratégias a serem desenvolvidas pelas crianças com autismo. Alguns fazem uso de instruções verbais, em que o par indica oralmente à criança-alvo como a atividade/jogo/ação deve ser desenvolvida (Carter, Cushing, Clark & Kennedy, 2005;Goldstein, Kaczmarek, Pennington & Shafer, 1992;Kamps, Barbetta, Leonard & Delquadri,1994;Kamps et al, 2014;Katz & Giralometto, 2013;Laushey & Helfin, 2000). Outros utilizam princípios de modelação,que consiste na observação de como o par típico executa a atividade, para posteriormente o aluno-alvo realizar/imitar sozinho (Kamps et al, 2002;Pierce & Shreibman, 1995), ou ainda técnicas de role-play ou feedback corretivo, para auxiliar no entendimento dos procedimentos (Battaglia & Radley, 2014).…”

“…Esta intervenção tem sido ampla e continuamente utilizada no contexto da Educação Especial, mostrando resultados promissores, especialmente para o desenvolvimento de habilidades sociais de alunos com autismo (Chang & Locke, 2016;Girolametto, Weitzaman & Earle, 2013;Kamps et al, 2014;Mason et al, 2014;Watkins et al, 2015). Isso porque o comprometimento social é um déficit central para estas crianças, o que restringe a interação com pares em ambientes de aprendizagem e constitui-se uma das principais barreiras à aprendizagem e participação.…”

Understanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder

“…Logistical considerations may include school attendance and academic performance to ensure that the peer will be available to participate in the intervention as well as capable of completing missed schoolwork or class time (Campbell and Marino 2009; Kamps et al 2014; Newman and Murray 2005; Owen-DeSchryver et al 2008; Renk and Phares 2004; Rodkin and Hodges 2003), whereas specific qualities of the peer often include obedience, self-confidence, mind-reading ability, leadership as well as popularity (Jackson and Campbell 2009; Locke et al 2012; Kamps et al 2014; Laghi et al 2016). While these selection criteria address the feasibility of selecting peer models in schools, they do not account for the individual or relational characteristics between children with ASD and their peers that may lead to positive outcomes for children with ASD (e.g., friendship development and maintenance, inclusion) or prevent burnout for typically developing children.…”