Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism.
BACKGROUND: The aim of this study was to assess the effectiveness of two communication interventions for preschool-aged children with autism. METHOD: Six typically developing peers were taught to implement peer-mediated naturalistic teaching, with and without a speech generating device (SGD), during...
| Publicado en: | Journal of Intellectual & Developmental Disability Vol. 34; no. 2; pp. 173 - 187 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jun2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | BACKGROUND: The aim of this study was to assess the effectiveness of two communication interventions for preschool-aged children with autism. METHOD: Six typically developing peers were taught to implement peer-mediated naturalistic teaching, with and without a speech generating device (SGD), during play sessions with 3 classmates with autism in three preschools. Generalisation probes were conducted during mealtimes at the preschools. A multiple baseline design was used to assess the outcomes of the two intervention conditions. RESULTS: All 3 children with autism increased their communicative behaviours immediately following the introduction of the two interventions, and generalised these increases to mealtime interactions with their peers. However, only 1 child maintained these increases in communication. CONCLUSION: These results provide preliminary evidence for the effectiveness of combining peer-mediated naturalistic teaching with the use of SGDs for preschool-aged children with autism. Suggestions for improving the maintenance of intervention effects are provided. |
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