Using Peer Supports to Encourage Adolescents with Autism Spectrum Disorder to Show Interest in Their Conversation Partners

Autor/inn/en	Bambara, Linda M.; Cole, Christine L.; Telesford, Alana; Bauer, Kathleen; Bilgili-Karabacak, Irem; Weir, Amanda; Thomas, Amanda
Titel	Using Peer Supports to Encourage Adolescents with Autism Spectrum Disorder to Show Interest in Their Conversation Partners
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 12, S.4845-4860 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bambara, Linda M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Peer Influence; Adolescents; Autism; Pervasive Developmental Disorders; Interpersonal Communication; Program Effectiveness; Intervention; Interests; Affective Behavior; High School Students; Communication Skills; Cues; Generalization; Student Attitudes; Kaufman Assessment Battery for Children; Stanford Binet Intelligence Scale; Wechsler Intelligence Scale for Children; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Interpersonale Kommunikation; Bildungsinteresse; Affective disturbance; Active behaviour; Affektive Störung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kommunikationsstil; Stichwort; Schülerverhalten
Abstract	Purpose: This study was conducted to evaluate the effects of a multicomponent peer-mediated intervention (PMI) on teaching adolescents with autism spectrum disorder (ASD) how to show interest in peer conversation partners by asking partner-focused questions about the person, their interests, or their experiences and by making partner-focused comments that positively affirm peer statements or express concern. Method: A multiple-baseline design across three verbally fluent high school students with ASD was used to assess the effects of the PMI, which involved training peers (n = 10) to support conversation and the students' use of target skills, and training the students to use partner-focused skills with the aid of a self-reflection cue sheet during conversation with trained peers in a high school cafeteria. Ten-minute samples of student--peer conversations were transcribed and analyzed. Generalization with untrained peers was assessed. Results: The PMI was highly effective in increasing all students' use of partner-focused skills. Gains were maintained by two students in a return-to-baseline condition. Generalization was evident for all students with varied results. Peers and students with ASD perceived the intervention to be beneficial. Conclusions: This study adds to the limited research showing that PMI can be used in high school settings to improve target conversational skills and provides preliminary evidence that PMI can successfully address an underresearched pragmatic language difficulty (i.e., introducing and maintaining topics of conversation of relevance and interest to conversation partners) common among adolescents with ASD. These findings invite replication to extend generality and assess the impact of the intervention on peer relationships. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01