Promoting the Social and Cognitive Competence of Children with Autism: Interventions at School

Peer-mediated discrete trial training within a school setting

“…Additionally, peer-mediated DTT resulted in improvements in academic skills previously identified as learning objectives on participants' IEPs. As substantial barriers exist for implementation of DTT within school settings (e.g., Eikeseth, 2010;Skokut et al, 2008;Steege et al, 2007), peer-mediated DTT may improve intervention feasibility in school settings. Although additional research is needed to determine the effects and generalizability of school-based, peer-mediated DTT, the current study indicates that peers may implement basic DTT protocols with a high degree of integrity, producing measurable improvements in academic skills of children with ASD.…”

“…The limited research on peer-mediated DTT supports the use of this strategy in the education of children with ASD; however, no studies have evaluated the applicability of such procedures within school settings. Given the need for effective academic interventions for children with ASD, coupled with the challenges of implementation of DTT procedures within school settings (e.g., Eikeseth, 2010;Skokut et al, 2008;Steege et al, 2007), strategies to promote learning within school settings must be investigated. Therefore, the purpose of this study was to answer the following questions:…”

Peer-facilitated discrete trial training for children with autism spectrum disorder.

“…Namely, DTT within school settings has been limited in the intensity of intervention that is feasible (e.g., Steege et al, 2007) and issues have been raised regarding its cost and time inefficiency (Skokut et al, 2008). In addition, DTT within schools often results in limited generalization as a result of skills usually trained by one instructor (Steege et al, 2007) and the removal of opportunities for children with ASD to interact with typically developing peers (Skokut et al, 2008). Findings of the present studies support previous research indicating that peer-mediated DTT may be considered an effective strategy for facilitating use of DTT within school settings (e.g., Radley et al, 2015).…”

“…When DTT is implemented in a school setting, it is often implemented by a single individual—limiting the probability of generalization of learned skills (Steege, Mace, Perry, & Longnecker, 2007). As such, DTT procedures are often followed in a one-on-one, teacher–student format, resulting in the child’s decreased inclusion in the natural school environment and limiting opportunities for children with ASD to interact with typically developing peers in the least restrictive environment (Skokut, Robinson, Openden, & Jimmerson, 2008). Perhaps the most salient barrier to school-based implementation, DTT is highly resource-intensive (e.g., Skokut et al, 2008).…”

“…As such, DTT procedures are often followed in a one-on-one, teacher–student format, resulting in the child’s decreased inclusion in the natural school environment and limiting opportunities for children with ASD to interact with typically developing peers in the least restrictive environment (Skokut, Robinson, Openden, & Jimmerson, 2008). Perhaps the most salient barrier to school-based implementation, DTT is highly resource-intensive (e.g., Skokut et al, 2008). DTT is frequently implemented one-on-one for as many as 40 hr per week (e.g., Lovaas, 1987), with such resources often being unavailable in school settings.…”