Promoting Peer Interaction for Preschool Children With Complex Communication Needs and Autism Spectrum Disorder

Therrien, Michelle C. S.; Light, Janice

doi:10.1044/2017_ajslp-17-0104

Cited by 47 publications

(30 citation statements)

References 29 publications

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“…It is also unclear whether the children who used AAC had been provided with optimal levels of AAC support, and it is possible that different AAC systems may have resulted in different results. For example, Therrien and Light (2018) reported that the use of visual scene displays (digital images with programmed hotspots that act as communication supports; Light & McNaughton, 2012) resulted in increased interaction between children with characteristics of ASD and their typically developing peers during a story book activity.…”

Section: Discussionmentioning

confidence: 99%

Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review

Boyle

McNaughton

Chapin

2019

Focus Autism Other Dev Disabl

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Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts.

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Section: Discussionmentioning

confidence: 99%

Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review

Boyle

McNaughton

Chapin

2019

Focus Autism Other Dev Disabl

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“…Deficits in social reciprocity are a core characteristic of individuals with ASD (Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition), yet intervention research to improve this more advanced communication skill for young children is sparse. Results of this study expand on the emerging reports of increased turn-taking and child-peer engagement following SGD interventions (Therrien & Light, 2018;Thiemann-Bourque et al, 2018, 2017 To communicate successfully in peer interactions, children need to learn a diverse repertoire of modalities and communicative functions. Unique to this study was the reporting of intervention effects on communication modalities and functions, variables rarely reported in the AAC literature (Logan et al, 2017).…”

Section: Discussionmentioning

confidence: 59%

“…The intervention increased symbolic communicative turns for one child during interactions with three peers; however, results were not replicated for the second child. In a follow-up study, these authors examined effects of a similar intervention package for five preschoolers with characteristics of ASD and trained peers as well as measured rates of peer turns and joint engagement (Therrien & Light, 2018). Effects on peer behaviors have received less attention in the literature, which is a major concern given that changes in reciprocity are dependent on peer behavior changes.…”

Section: Aac Interventions and Peer Partnersmentioning

confidence: 99%

Expanding Communication Modalities and Functions for Preschoolers With Autism Spectrum Disorder: Secondary Analysis of a Peer Partner Speech-Generating Device Intervention

Thiemann-Bourque

Goldstein

2020

J Speech Lang Hear Res

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Purpose This study reports a secondary analysis of the nature of communicative functions and modalities used in initiations and responses of minimally verbal preschoolers with severe autism spectrum disorder (ASD) from a previously published study ( Thiemann-Bourque, Feldmiller, Hoffman, & Johner, 2018 ). This analysis focused on the final cohort ( n = 6) from a group design study ( N = 45) that examined a peer mediation and speech-generating device (SGD) intervention compared to an SGD-only condition. Method After teaching peers to use an iPad as an SGD within a modified stay-play-talk approach, school staff implemented SGD instruction in child–peer dyads during typical preschool activities. To investigate individual differences among children who demonstrated increased communication acts in the peer + SGD condition, changes in reciprocity, modalities used, and communicative functions were examined using a multiple-baseline design across children. Fidelity of implementation and social validity data were also collected. Results Six children with ASD and their peers demonstrated more balanced reciprocity, with individual differences in how and why children communicated during exchanges. That is, all children with ASD increased in SGD use as their primary communication mode; 3 children used different modalities including more speech, and 3 children used primarily gestures and SGD. The most frequent function expressed was requests for objects. More modest increases were observed in comments and requests for actions, with negligible changes in gaining attention. Social validity reports by naïve judges reflected clear improvements in communication interactions. Conclusion Findings are promising for a preschool SGD intervention that can expand children's modalities and communicative functions to engage in balanced exchanges with peer partners. Supplemental Material https://doi.org/10.23641/asha.11374203

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“…It is especially positive to note the gains for children with ASD during interactions in which the peers acted as natural play partners, rather than as instructors, during typical EC activities (e.g., manipulative play, dramatic play). 49,50 In developing interventions focused on preschool-age participants, five supports identified by Hunt et al 1 appear to positively impact the communication outcomes of children with ASD: (1) providing friendship training and ability awareness to peers, (2) identifying interactive materials using the interests of the child with ASD, (3) supporting the use of AAC within preschool activities, (4) using interactive activities to facilitate social communication, and (5) utilizing adult support behaviors to model and promote communication and interaction for both the peer and the child with ASD. Continued research is needed to develop and refine developmentally appropriate partnertraining techniques across a broad range of activities; however, the SMRS evidence score of 3 provides support for the use of this technique with children with ASD.…”

Section: Resultsmentioning

confidence: 99%

Effects of Peer Support Interventions on the Communication of Preschoolers with Autism Spectrum Disorder: A Systematic Review

et al. 2018

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Many young children with autism spectrum disorders (ASDs) experience difficulty in the development of communication skills. Teaching peers to make use of communication support behaviors has been investigated as a strategy to increase communication for young children with ASD in early childhood settings. The purpose of this systematic review was to examine (1) the overall effects of peer support interventions on the communication of young children with ASD and (2) any possible moderating variables related to participant and intervention characteristics. The social support model was used as a framework for the study of intervention components. Eighteen single-case experimental design studies (48 children with ASD) met the inclusion criteria and were advanced to the full coding and analysis phase of the investigation. Descriptive analyses and effect size estimations using the improvement rate difference (IRD) metric were conducted. Overall, peer support interventions were found to be effective across a range of young children with ASD and intervention approaches. Evidence was also identified for the use of the social support model as a framework to guide the development of peer interventions in early childhood settings. The use of friendship groups, the selection of play materials based on the interests of the child with ASD, and the provision of augmentative and alternative communication appeared to be associated with positive communication outcomes.

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Promoting Peer Interaction for Preschool Children With Complex Communication Needs and Autism Spectrum Disorder

Abstract: https://doi.org/10.23641/asha.5829678.

Cited by 47 publications

References 29 publications

Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review

Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review

Expanding Communication Modalities and Functions for Preschoolers With Autism Spectrum Disorder: Secondary Analysis of a Peer Partner Speech-Generating Device Intervention

Effects of Peer Support Interventions on the Communication of Preschoolers with Autism Spectrum Disorder: A Systematic Review

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