Improving the assertive conversational skills of adolescents with autism spectrum disorder in a natural context

Peer-Mediated Intervention: Enhancing the Social Conversational Skills of Adolescents With Autism Spectrum Disorder

“…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).…”

“…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).…”

“…Our PMI model incorporates many generalization practices, such as teaching in natural contexts, training loosely, introducing skills to natural contingencies of reinforcement, and using multiple exemplars across peers and conversation topics. Additionally, research evaluating the impact of a multicomponent PMI approach with young children and high school students with ASD shows that generalization across new students and settings does occur (e.g., Bambara et al, 2018; Hughes et al, 2013). However, the extent to which students will use and maintain their recently learned conversational skills in new situations will be influenced by any number of factors, such as whether there are opportunities for social conversation, whether new peers are receptive and responsive, whether peers and students with ASD share common interests, and whether students with ASD feel confident using their skills to make new friends.…”

“…In addition, high school settings with frequent class changes, discrepant student schedules, and multiple instructors pose numerous logistical challenges to intervention. PMI, an intervention in which typical peers serve as mentors, is emerging as a practical and effective high school intervention approach for increasing overall social interactions (e.g., Hochman, Carter, Bottema-Beutel, Harvey, & Gustafson, 2015) and improving the conversational skills of students with ASD (e.g., Bambara et al, 2018). PMI offers several distinct advantages for high school settings.…”

“…PMI for improving the conversational skills of students with ASD typically includes training of peers and the focus student in the core components of intervention (Bambara et al, 2018; Kamps et al, 2014; Thiemann & Goldstein, 2004). Peers are taught how to engage focus students in conversation and to encourage and prompt them to initiate and maintain on-topic interactions as needed.…”