Effects of a Multicomponent Peer Mediated Intervention on Social Communication of Preschoolers With Autism Spectrum Disorder

The absence of direct intervention and peer and staff training can contribute to social isolation in children with autism spectrum disorder (ASD). Effective interventions are needed to realize the benefits of inclusive education. This study examines the effects of a multicomponent, peer-mediated int...

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Bibliographic Details
Published in:Exceptional children 2021-01, Vol.87 (2), p.236-257
Main Authors: Dueñas, Ana D., Plavnick, Joshua B., Goldstein, Howard
Format: Article
Language:English
Subjects:
Autism
Autistic children
Communication
Communication Skills
Exceptional children
Inclusion
Interpersonal Competence
Intervention
Peer Mediation
Peers
Pervasive Developmental Disorders
Preschool Children
Self Management
Social Behavior
Social interaction
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Summary:The absence of direct intervention and peer and staff training can contribute to social isolation in children with autism spectrum disorder (ASD). Effective interventions are needed to realize the benefits of inclusive education. This study examines the effects of a multicomponent, peer-mediated intervention on the social communication behaviors of children with ASD and their typical peers in inclusive preschool classrooms. A multiple-probe design across three dyads was used to examine the effects of the multicomponent intervention on social initiations and social communication exchanges. Improved social communication exchanges between children with ASD and their peers resulted for each dyad. In contrast to previous research, children with ASD demonstrated increased social initiations but less positive effects for social responses. The study contributes to an emerging body of literature that examines the effects of multicomponent peer-mediated interventions on social communication among preschool children with ASD.
ISSN:0014-4029
2163-5560
DOI:10.1177/0014402920953761