Peer Mediators' Use of Prompting to Increase Social Communication in Students with Disabilities

Autor/inn/en	Ackerman, Kera B.; Spriggs, Amy D.; Rhodes, Alice L.
Titel	Peer Mediators' Use of Prompting to Increase Social Communication in Students with Disabilities
Quelle	In: Communication Disorders Quarterly, 43 (2021) 1, S.42-50 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ackerman, Kera B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740120936999
Schlagwörter	Peer Mediation; Prompting; Interpersonal Communication; Communication Skills; Skill Development; Students with Disabilities; Autism; Pervasive Developmental Disorders; Intellectual Disability; Adolescents; Intervention; Evidence Based Practice; Program Effectiveness; Leisure Time; High School Students + Suchen Sie Ihr Suchwort? Peer Group; Mediation; Benutzerführung; Interpersonale Kommunikation; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Intellect; Verstand; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Freizeit; High school; High schools; Oberschule
Abstract	Social communication is a key component in building and maintaining friendships. However, students with autism spectrum disorder and intellectual disability often exhibit deficits in communication behaviors. Peer-mediated interventions are an evidence-based practice in increasing social communication skills for elementary and middle school students. Systematic instruction has been used as an intervention for both academic and functional skills. This study utilized a multiple probe design across students to assess the effectiveness of training two high school aged peer mediators to implement a system of least prompts strategy during a leisure activity to elicit social communication behaviors from four same age peers with disabilities. Results showed increases in initiations and independent responses when system of least prompts was used effectively by peer mediators. Future implications are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01