Increasing joint attention and social play through peer‐mediated intervention: A single case design

Abstract

This study evaluated the effectiveness of a peer‐mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer‐mediated interventions are an evidence‐based practice, but there is limited research on using peers outside of the target student's classroom and using them with severely impacted students. In this study, the research team trained third‐grade peers to work with preschoolers with ASD in one‐on‐one play sessions. JA, parallel play, and common focus play were increased during intervention, while solitary and unoccupied play were decreased. Social validity was high as reported by participants. This study provides promising data for increased inclusion of severely impacted students, with benefits for all students involved.

Peer mediation in play settings for minimally verbal students with autism Spectrum disorder

“…By mobilizing peers as the primary intervention agents, this approach is a useful and socially valid strategy for promoting school inclusion of children with ASD (Hansen et al, 2014). PMIs have been effective to improve a wide range of social outcomes for students with ASD, including social initiations and social responses (Hu et al, 2018), conversational abilities (Thomas & Bambara, 2020), joint attention (Krier & Lambros, 2021) and play skills (Kent et al, 2021). By providing opportunities for children with ASD to interact with multiple social partners, peer mediation also increases the possibility of skill maintenance and generalization (Chan et al, 2009).…”