Effects of a Multicomponent Peer Mediated Intervention on Social Communication of Preschoolers With Autism Spectrum Disorder

Dueñas, Ana D.; Plavnick, Joshua B.; Goldstein, Howard

doi:10.1177/0014402920953761

Cited by 14 publications

(12 citation statements)

References 30 publications

(57 reference statements)

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“…However, it is still unknown whether imitation deficiencies are the cause or result of social impairment in ASD. Combining highly effective social imitation techniques with PMI therapy can enhance the social behavior of children with ASD and increase the likelihood of natural interactions, such as peer responses (38). Thus, social communication, social initiation, and social interaction could be improved by playing these games, and the more familiar and skillful the peers, the better.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of peer-mediated intervention on social skills for children with autism spectrum disorder: a randomized controlled trial

Zhang¹,

Liang²,

Chen³

et al. 2022

Transl Pediatr

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Background: Peer-mediated intervention (PMI) is an intervention that teaches normally developing peers to help children with autism spectrum disorder (ASD) actively participate in social interactions.Previous studies have shown that PMI applied to school settings is effective for children with ASD, but more multiple-baseline single-subject design. Many questions are still not clear due to the large clinical variability in children with ASD. This study investigated the effectiveness of PMI on social skills of children with ASD at varying symptom levels and analyzed the specific changes.Methods: This study used a randomized, single-blind, parallel-controlled design to analyze the effect of PMI in a hospital setting. Fifty-five children aged 4-12 years were diagnosed with ASD by clinicians using the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and stratified randomly allocated to either the experimental group or the control group using the envelope method. The experimental group utilized PMI, whereas the control group utilized behavioral therapy based on applied behavior analysis (ABA) [early intensive behavioral intervention (EIBI)]. This study primarily utilized the Social Responsiveness Scale (SRS) to evaluate the social performance of autistic children prior to and after the intervention.Results: Fifty-five participants were recruited and analyzed, the experimental group (n=29; mild to moderate n=18, severe n=11) and the control group (n=26; mild to moderate n=15, severe n=11). After the intervention, the experimental group's SRS score fell significantly more than the control group's (t=−3.918, P=0.000), d=−1.043; the mild to moderate subgroup experienced the same situation (H=17.811, P=0.009), d=−1.642. At the same time, the decline in social communication scores was significantly greater in the experimental group compared to the control group (t=−3.869, P=0.000), and the 95% confidence interval was −10.067 to −3.193. The social motivation of the mild-to-moderate subgroup of the experimental group (H=16.894, P=0.011), −3.000 (25th percentile, 75th percentile: −3.000, 0.000), and the behavioral patterns of autism (H=18.150, P=0.006), −3.000 (25th percentile, 75th percentile: −5.000, 0.000), the decreased value was significantly larger.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of peer-mediated intervention on social skills for children with autism spectrum disorder: a randomized controlled trial

Zhang¹,

Liang²,

Chen³

et al. 2022

Transl Pediatr

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“…The literature shows a pronounced interest in carrying out studies that represent an advance in this field of knowledge [ 30 ]. In this sense, research reports effective mechanisms and actions to address this disorder in the best possible way [ 25 , 31 , 32 , 33 , 34 , 35 , 36 , 37 ]. With the completion of this study, we have tried to analyze all the literature concerning ASD and the family environment, in order to report the most significant and relevant findings that the scientific community has obtained on the state of the matter.…”

Section: Discussionmentioning

confidence: 99%

“…However, family members’ knowledge of effective intervention guidelines is limited compared to other experts in this field of knowledge [ 31 ]. This lack of training can trigger behavioral patterns of social isolation [ 32 ]. Likewise, families can not only focus their daily activity on caring for the member with ASD, but they also have to provide financial support, so the workload is considerable [ 33 ].…”

Section: Introductionmentioning

confidence: 99%

Evolution of the Autism Literature and the Influence of Parents: A Scientific Mapping in Web of Science

et al. 2021

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Parents interventions are relevant to address autism spectrum disorder (ASD). The objective of this study is to analyze the importance and evolution of ASD and its relationship with the parents (ASD-PAR) in the publications indexed in Web of Science. For this, a bibliometric methodology has been used, based on a scientific mapping of the reported documents. We have worked with an analysis unit of 1381 documents. The results show that the beginnings of scientific production date back to 1971. There are two clearly differentiated moments in scientific production. A first moment (1971–2004), where the production volume is low. A second moment (2005–2019), where the volume of production increases considerably. Therefore, it can be said that the subject began to be relevant for the scientific community from 2005 to the present. The keyword match rate between set periods marks a high level of match between periods. It is concluded that the main focus of the research on ASD-PAR is on the stress that is generated in families with children with ASD, in addition to the family problems that the fact that these children also have behavior problems can cause.

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“…Consequently, there is a lot of variation in the kind and amount of support they need to achieve relative independence (2). Autistic children are shown to benefit from inclusive education and interaction with neurotypical peers in general (7,8).…”

Section: Introduction Autismmentioning

confidence: 99%

Autism and Inclusive Education: Recommendations for improvement during and after COVID-19

Reijnders,

Eijnde,

Janssen

et al. 2023

SEEJPH

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Context: COVID-19 has disproportionately affected the autism community yet also provided an opportunity to improve education delivery. There are several policies to ensure education for autistic children, but there are still gaps that need to be filled. Policy Options: This policy brief analyses several interventions designed to create a more inclusive education environment for autistic children. The four policy options described and analyzed are: Teacher assistants focussing on children with special education needs, Peer Mentoring Interventions (PMI), Digitalization of Education, and Gamification. Recommendations: The analysis concludes that PMI and Gamification would be the most feasible to implement. PMI can improve the dynamic between autistic children and their neurotypical peers. Gamification enables personalization to educational needs and fluid transition to at-home education. Subsequently, the European Union already invests in gamification, making the step smaller to invest in gamification for inclusive education.

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Effects of a Multicomponent Peer Mediated Intervention on Social Communication of Preschoolers With Autism Spectrum Disorder

Cited by 14 publications

References 30 publications

Effectiveness of peer-mediated intervention on social skills for children with autism spectrum disorder: a randomized controlled trial

Effectiveness of peer-mediated intervention on social skills for children with autism spectrum disorder: a randomized controlled trial

Evolution of the Autism Literature and the Influence of Parents: A Scientific Mapping in Web of Science

Autism and Inclusive Education: Recommendations for improvement during and after COVID-19

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