Incorporating a Peer-Mediated Approach into Speech-Generating Device Intervention: Effects on Communication of Preschoolers with Autism Spectrum Disorder

Autor/inn/en	Thiemann-Bourque, Kathy; Feldmiller, Sarah; Hoffman, Lesa; Johner, Stacy
Titel	Incorporating a Peer-Mediated Approach into Speech-Generating Device Intervention: Effects on Communication of Preschoolers with Autism Spectrum Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 61 (2018) 8, S.2045-2061 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2018_JSLHR-L-17-0424
Schlagwörter	Autism; Pervasive Developmental Disorders; Intervention; Generalization; Preschool Children; Language Impairments; Young Children; Control Groups; Experimental Groups; Peer Teaching; Outcomes of Treatment; Communication Skills; Peer Relationship; Handheld Devices; Audio Equipment; Maintenance; Classroom Communication; Student Participation; Computer Software + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Frühe Kindheit; Peer group teaching; Peer Group Teaching; Kommunikationsstil; Peer-Beziehungen; Audio-CD; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Purpose: This study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app. Method: Effects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers. Results: Children receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize improvements and maintain communication gains. Treatment fidelity was high for school staff and peer implementation. Conclusions: Results support positive effects on communication of teaching young children with ASD and peers without disabilities to use the same SGD system in typical preschool activities. SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers. (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	2020/1/01