A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder

Bambara, Linda M.; Cole, Christine L.; Kunsch, Catherine; Tsai, Shu-Chen; Ayad, Elizabeth

doi:10.1016/j.rasd.2016.03.003

Cited by 35 publications

(50 citation statements)

References 29 publications

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“…While adults can improve reciprocal conversations of children with ASD, arranging similar-age peers as conversational partners, as in Bambara et al (2016), may be more appropriate as it further promotes children’s with ASD social initiation and interaction with their peers (R. L. Koegel et al, 2012).…”

Section: Reciprocal Social Conversation Framework For Children With Asdmentioning

confidence: 99%

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Improving Reciprocal Conversation and Social Preference of Children With Autism

Yuan

Chen

2020

Exceptional Children

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Individuals with autism spectrum disorders (ASD) often have difficulties initiating and maintaining reciprocal conversations with others. In this study, we examined if an interdependent group contingency would improve reciprocal conversation of children with ASD when they were paired as conversational partners. We also assessed children’s social preference through their choices between spending time with their peers or by themselves. In a multiple-baseline design, we found that the group contingency immediately produced independent reciprocal conversational responses, sustained conversational exchanges, and increased preference for peers across all participants. Improvements were further maintained even after the group contingency was removed and novel peers were introduced.

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Section: Reciprocal Social Conversation Framework For Children With Asdmentioning

confidence: 99%

“…for secondary students with ASD and related developmental disabilities. More recently, Bambara et al (2016) examined the effects of a peer-mediated instruction on reciprocal conversational components (e.g., initiations, responsiveness, and question asking) in adolescents with ASD and found all their participants with ASD had improved performance.…”

mentioning

confidence: 99%

Improving Reciprocal Conversation and Social Preference of Children With Autism

Yuan

Chen

2020

Exceptional Children

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“…Researchers examined a peer-mediated intervention delivered during school lunch that resulted in improvements in the conversational skills of high school students with ASD [15]. All participants had improved conversational abilities with their peers, more often engaging in conversational acts and having longer conversations post-intervention.…”

Section: Social Skills Interventionsmentioning

confidence: 99%

Social Engagement versus Isolation in the Well-being of Individuals with Autism Spectrum Disorder

Shelley¹,

Edwards²,

Jacob³

2019

J Child Dev Disord

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This review analyzes the implications of social engagement versus isolation to wellbeing and among individuals with Autism Spectrum Disorder (ASD), more specifically influences of social interventions, opportunities for involvement in social activities (i.e., skills training, vocational programs, sports, and community engagements), social media use, and mobile apps. All of which offer an opportunity for social interaction that may not be feasible under typical circumstances. It questions how these social influences affect the well-being and adjustment of individuals with ASD. It is important to consider how these forms of social engagement relate to the well-being of individuals with ASD, especially because of the increasing amount of literature that has suggested better outcomes for individuals with ASD who are presented with opportunities for social engagement. This review will be directed through the analysis of literature relative to improvements to well-being resulting from different areas of social engagement. Its goal is to bring awareness to and increase the amount of knowledge regarding the significance of social engagement, and how it is essential to overall well-being and social adjustment. This can be useful information for clinicians and counselors to consider in their work with individuals on the spectrum who may be seeking their help or support.

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“…The reason for this combined approach is that neither focus student or peer training alone may sufficiently produce desired conversation outcomes in natural settings. For example, researchers (Thiemann & Goldstein, 2004; Bambara, Cole, Kunsch, Tsai, & Ayad 2016) found that teaching peers to be responsive partners resulted in increased conversation interaction, but improvements in the focus students’ ability to initiate and engage in topic maintenance responses occurred only after focus students were trained in these skills and peers were taught how to support and prompt the use of the skills during social conversation. Additionally, Thiemann-Bourque, Brady, McGruff, Stump, & Naylor (2016) found that students with ASD may not fully generalize newly learned skills learned in one setting with peers in natural settings unless the peers are also trained to support and respond to the students’ new communication skills.…”

Section: Research On Pmimentioning

confidence: 99%

“…High school studies investigating the impact of a multicomponent PMI approach on improving the conversation abilities of adolescents with ASD are emerging and showing some very promising results. High school PMIs have resulted in increased interactions, longer on-topic discussions, and increased use of initiation and topic maintenance skills by students with ASD in social conversation with peers (e.g., Bambara et al, 2018; Bambara, Cole, 2016; Hughes et al, 2013). Our PMI model is based on the extant literature and our research experience (Bambara et al, 2018; Bambara, Cole, 2016).…”

Section: Research On Pmimentioning

confidence: 99%