Peers as clinicians: Examining the impact of Stay Play Talk on social communication in young preschoolers with autism

Barber, Angela B.; Saffo, Rachel W.; Gilpin, Ansley T.; Craft, Lydia D.; Goldstein, Howard

doi:10.1016/j.jcomdis.2015.06.009

Cited by 41 publications

(29 citation statements)

References 26 publications

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“…The addition of the AAC component to the SPT intervention resulted in increases in peers' prosocial skills, consistent with previous research on SPT interventions without an AAC component (e.g., Hughett et al, 2013;Kohler et al, 2007). However, the variable target child outcome data (i.e., Trent's social skills increased, but Skylar's did not) in this study may not be consistent with previous research that indicates SPT results in increases in target child social skills (Barber, Saffo, Gilpin, Craft, & Goldstein, 2016;English et al, 1997;Kohler et al, 2007).…”

Section: Discussionsupporting

confidence: 74%

Implementing Stay-Play-Talk With Children Who Use AAC

Severini

Ledford

Barton

et al. 2018

Topics in Early Childhood Special Education

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Peer social interactions are particularly important for young children's social-emotional competence, language development, and social inclusion (Guralnick, Hammond, Connor, & Neville, 2006; Joseph, Strain, Olszewski, & Goldstein, 2016). Adequate social communication assists children in forming and sustaining these social relationships. Although there is a clear link between social interactions and positive outcomes, interaction rates of children with disabilities are generally lower than those of typically developing children (Honig & McCarron, 1988). Moreover, children who use augmentative and alternative communication (AAC) devices are at a particularly greater risk for social isolation (Clarke & Kirton, 2003). High quality inclusive early childhood environments provide an avenue for these important social interactions between typically developing children and children with disabilities (Strain & Bovey, 2011; Wolery & Hemmeter, 2011); however, placing children in inclusive environments is not sufficient for increasing positive interactions (Odom, Buysse, & Soukakou, 2011). In inclusive environments, typically developing children tend to interact with their typically developing classmates without adult intervention or interference (Guralnick, Connor, Hammond, Gottman, & Kinnish, 1996). Thus, to improve rates of interactions between children with and without disabilities, adults may need to provide prompting and reinforcement. Stay-play-talk (SPT) is a peer-mediated intervention designed to increase the social interactions of children with and without disabilities in inclusive preschool classrooms (Goldstein, Kaczmarek, Pennington, & Shafer, 1992). Typically developing peers are taught specific strategies to stay, play, and talk with their peers with disabilities, and teachers prompt and reinforce the peers for engaging in SPT behaviors in free play or other settings or activities throughout the

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Section: Discussionsupporting

confidence: 74%

Implementing Stay-Play-Talk With Children Who Use AAC

Severini

Ledford

Barton

et al. 2018

Topics in Early Childhood Special Education

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“…For instance, Corbett showed efficacy on social competence of a theater-based intervention with young, trained peer actors [75]. Barber demonstrated efficacy of the Stay Play Talk procedure: a neurotypical child was paired with a child with ASD and was taught to stay, play and talk with him during 20-min weekly sessions about communication skills [76]. This methodology appears to allow good generalization [73,75].…”

Section: ) Study Of the Impact Of An Implicit Social Skills Trainingmentioning

confidence: 99%

Impact of an implicit social skills training group in children with autism spectrum disorder without intellectual disability: A before-and-after study

et al. 2017

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IntroductionChildren with Autism Spectrum Disorders (ASDs) have problems with social skills. Social skills training groups are among the proposed therapeutic strategies, but their efficacy still needs to be evaluated.ObjectiveTo evaluate the efficacy of an implicit social skills training group in children with ASDs without intellectual disability.MethodsA before-and-after study of children with ASD without intellectual disability was conducted in a child psychiatry day hospital, where they participated in an implicit group with cooperative games. Their social skills were assessed using the Social-Emotional Profile (SEP), the Childhood Autism Rating Scale (CARS), and the empathy quotient (EQ) before and after 22 weeks.ResultsSix patients aged 9 to 10 years old were evaluated. A significant increase in overall adaptation and social skills (median 8 and 7.7 points) in the SEP was demonstrated in addition to a significant reduction in the CARS score (median: 4 points), including in the field of social relationships. The EQ increased two-fold.Discussion—ConclusionThis implicit group improved the children’s social skills. It would be interesting to evaluate the maintenance of these skills over time, examine more widespread results, and compare implicit and explicit groups.

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“…At least seven studies have been published regarding the effectiveness of SPT-related interventions, across a span of more than 25 years (Barber, Saffo, Gilpin, Craft, & Goldstein, 2016; Goldstein, English, Shafer, & Kaczmarek, 1997; Goldstein et al, 1992; Goldstein, Schneider, & Theiemann, 2007; Hughett, Kohler, & Raschke, 2013; Kohler, Greteman, Raschke, & Highnam, 2007; Tsao & Odom, 2006). They have been conducted primarily in inclusive classrooms, with 3- to 6-year-old children with autism spectrum disorders (ASD) or other developmental or language delays.…”

mentioning

confidence: 99%

“…Another source of variance is that some studies included one peer per target participant (Barber et al, 2016; Tsao et al, 2006), while others included multiple peers. No studies using multiple peers reported separate data for each (i.e., data were shown as a single data path).…”

mentioning

confidence: 99%

Component Analysis of Stay, Play, Talk Interventions With and Without Self-Monitored Group Contingencies and Recorded Reminders

Osborne

Ledford

Martin

et al. 2019

Topics in Early Childhood Special Education

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Recommended practices in early childhood suggest children with disabilities have opportunities to engage in activities with typically developing peers (Division for Early Childhood & National Association for the Education of Young Children, 2009; Division for Early Childhood, 2014). In inclusive settings, children with and without disabilities may require systematic and explicit intervention to engage in successful interactions (Strain & Bovey, 2011). One intervention designed to increase social interactions in inclusive preschool classrooms is Stay, Play, Talk (SPT)-a peer-mediated intervention that includes training of "peer buddies" (Goldstein, Kaczmarek, Pennington, & Shafer, 1992). SPT is designed to explicitly teach children to engage in appropriate prosocial behaviors with their peers. Initially, several training sessions are conducted, in which children are taught and prompted to stay near peer buddies and to play and talk together. After training, in situ supports and reinforcement are provided for engaging in the target behaviors during contrived or typical child-directed free-play activities. During these activities, a teacher or researcher has typically monitored the occurrence of social behaviors, reinforcing occurrence and prompting instances when needed (i.e., when the behaviors do not occur at a sufficient rate). Thus, SPT includes several components of interventions identified as evidence-based practices for improving social behaviors of young children with autism, including social skills training, prompting, and reinforcement (Wong et al., 2015). At least seven studies have been published regarding the effectiveness of SPT-related interventions, across a span of more than 25 years (Barber, Saffo, Gilpin, Craft,

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Peers as clinicians: Examining the impact of Stay Play Talk on social communication in young preschoolers with autism

Cited by 41 publications

References 26 publications

Implementing Stay-Play-Talk With Children Who Use AAC

Implementing Stay-Play-Talk With Children Who Use AAC

Impact of an implicit social skills training group in children with autism spectrum disorder without intellectual disability: A before-and-after study

Component Analysis of Stay, Play, Talk Interventions With and Without Self-Monitored Group Contingencies and Recorded Reminders

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