Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder

Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who parti...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2020-08, Vol.50 (8), p.2860-2873
Main Authors: Kent, Cally, Cordier, Reinie, Joosten, Annette, Wilkes-Gillan, Sarah, Bundy, Anita
Format: Article
Language:English
Subjects:
ACTRN
Autism
Autistic children
Behavioral Science and Psychology
Care and treatment
Child and School Psychology
Children
Clinical medicine
Clinical research
Clinical trials
Foreign Countries
Interpersonal Competence
Intervention
Methods
Neurosciences
Original Paper
Pediatric research
Pediatrics
Peer Mediation
Peers
Pervasive Developmental Disorders
Play therapy
Playfulness
Psychology
Public Health
Social aspects
Social skills
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Description
Summary:Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed. Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708).
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-020-04387-6