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Chen YL. Implementation of a Peer-Mediated Intervention to Teach Behavioral Expectations for Two Students on Autism Spectrum and a Student with ADHD in an Inclusive Elementary Classroom in Taiwan. J Autism Dev Disord 2024; 54:852-870. [PMID: 36586049 DOI: 10.1007/s10803-022-05873-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/02/2022] [Indexed: 01/01/2023]
Abstract
One of the characteristics of individuals on the autism spectrum is the restricted, repetitive patterns of behaviors, interests, or activities which have been considered the result of a direct deficit in self-regulation skills. Peer-mediated intervention (PMI) is one of the ways to support young children on the autism spectrum for following school routines independently. PMI is an evidence-based practice based on behavioral principles to train typical peers to help with students on the autism spectrum. By using PMI, students on the autism spectrum can have more interaction opportunities with typical peers. Students on the autism spectrum can become less dependent on adult support to complete the expectations independently or with peers' support. The aim of this study is to use PMI to support students with autism and ADHD aged 7-8 in a regular classroom to complete the behavioral expectations in Taiwan. This study used a multiple probe design across three participants to determine the effects of the intervention. The researchers trained seven typically developing peers on how to prompt and reinforce the target children. This study took both peers and target children's data. The data shows a positive result for target children to follow the expectations independently and most peer models can prompt and reinforce the target children after being trained. Our study has extended the effectiveness and usage of PMI in teaching behavioral expectations in Taiwan.
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Affiliation(s)
- Yu-Ling Chen
- Department of Educational Studies, The Ohio State University, Columbus, OH, USA.
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Foster TJ, Xiao N, Pelfrey GL, Villasanti HG, Brock M, Justice L. Peer-Mediated Intervention for Socially Isolated Preschoolers: An Early-Stage Feasibility Study. Lang Speech Hear Serv Sch 2024; 55:166-180. [PMID: 38048318 PMCID: PMC11001187 DOI: 10.1044/2023_lshss-23-00090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Revised: 08/24/2023] [Accepted: 09/28/2023] [Indexed: 12/06/2023] Open
Abstract
PURPOSE A common goal of peer-mediated interventions is to train peers to successfully initiate and maintain social and linguistic interactions with a target child in the classroom. Ample evidence indicates that peer-mediated interventions improve social and linguistic outcomes for students in the primary and later grades with developmental disabilities; however, relatively little work has focused on applying these approaches to socially isolated preschoolers who are vulnerable to academic and social challenges. In this early-stage feasibility study, we examined the potential of Promoting Early Engagement, Relationships, and Socialization (PEERS), a peer-mediated intervention designed to support socially isolated preschoolers. The main goal was to consider whether the intervention showed promise for improving the social and linguistic experiences of young, isolated children and was appropriate for implementation in a preschool setting. METHOD In one preschool classroom, two peers who were well connected to their classmates were trained via storybook-based activities to provide social support to an isolated classmate. In-person and sensing technology observations were used to examine the target student's incoming peer interactions, outgoing peer interactions, and physical proximity to peers. RESULTS In-person observations showed a trend toward increased interactions; sensing technology data, which provided longer snapshots of classroom experiences, were more variable. In addition, teachers perceived PEERS to be appropriate and effective. CONCLUSION The findings of this study support further investigation of storybook-based peer-mediated interventions in preschool settings to improve the social and linguistic experiences of children who are socially isolated.
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Affiliation(s)
- Tiffany J. Foster
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
| | - Nan Xiao
- Eliot-Pearson Department of Child Study and Human Development, Tufts University, Medford, MA
| | - G. Logan Pelfrey
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
| | | | - Matthew Brock
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
| | - Laura Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
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Bowman-Perrott L, Gilson C, Boon RT, Ingles KE. Peer-Mediated Interventions for Students with Intellectual and Developmental Disabilities: A Systematic Review of Reviews of Social and Behavioral Outcomes. Dev Neurorehabil 2023; 26:134-154. [PMID: 36892164 DOI: 10.1080/17518423.2023.2169878] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/10/2023]
Abstract
Peer-mediated interventions (PMIs) have been firmly established as evidence-based approaches for facilitating peer relationships among students with and without disabilities. We conducted a review of reviews evaluating PMI studies to support social skills and positive behavioral outcomes for children, adolescents, and young adults with intellectual and developmental disabilities (IDD). A total of 4,254 individuals with IDD were participants across 43 reviews of the literature, reflecting 357 unique studies. This review includes coding related to participant demographic information, intervention characteristics, implementation fidelity, social validity, and social outcomes addressed by PMIs across reviews. Our findings suggest that PMIs yield positive social and behavioral outcomes for individuals with IDD, mostly in the areas of peer engagement and initiating social interactions. Specific skills, motor behaviors, and challenging as well as prosocial behaviors were less likely to be examined across studies. Implications for research and practice to support the implementation of PMIs will be discussed.
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Affiliation(s)
- Lisa Bowman-Perrott
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Carly Gilson
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Richard T Boon
- Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio San Antonio, TX, USA
| | - Kristina E Ingles
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
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Briet G, Le Maner-Idrissi G, Seveno T, Le Marec O, Le Sourn-Bissaoui S. Peer mediation in play settings for minimally verbal students with autism Spectrum disorder. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2023; 8:23969415231204837. [PMID: 37869262 PMCID: PMC10588431 DOI: 10.1177/23969415231204837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/24/2023]
Abstract
Background and aims Peer-mediated interventions (PMIs) are effective strategies to foster socialization of children with autism spectrum disorder (ASD) in natural settings. However, research examining the efficacy of peer mediation for students with ASD who have the greatest cognitive and language impairments remains limited. Additionally, previous studies essentially targeted communicative abilities of participants. To address this gap, the present study evaluated the effects of a play-based PMI on three socio-communicative skills (play, social engagement and imitation) of minimally verbal students with ASD who also have a comorbidity of intellectual disability (ID). Methods Seven children with ASD attending ordinary school settings and 14 typically developing (TD) preschoolers participated. Seven single-sex groups were formed, and children played together during two 30 min weekly sessions. TD children were trained according to the principles of the integrated play group model. We used a multiple-baseline design across participants to measure the effects of the intervention on play skills, social engagement and motor imitation of students with ASD. Results Outcomes revealed an intervention effect for most of the participants, despite some variations across children. After the peer training, four children increased their duration of functional/symbolic play, six children improved their duration of interactive play and five children increased their rates of motor imitation. Concerning maintenance gains, inter-individual differences are also important. Conclusions and implications These findings suggest that a play-based PMI may be a feasible option for targeting inclusive education and improving socio-communicative skills of some minimally verbal students with ASD who also have an ID. However, variations across children invite further research to clarify how individual factors can moderate the effects of PMIs in children with ASD who are the most impaired.
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Affiliation(s)
- Gaëtan Briet
- University of NIMES, APSY-V, F-30021, Nîmes Cedex 1, France
| | - Gaïd Le Maner-Idrissi
- LP3C (Laboratoire de Psychologie, Cognition, Comportement, Communication), Université Rennes, Rennes, France
| | - Tanguy Seveno
- Centre Hospitalier Guillaume Regnier, Rennes, France
| | | | - Sandrine Le Sourn-Bissaoui
- LP3C (Laboratoire de Psychologie, Cognition, Comportement, Communication), Université Rennes, Rennes, France
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A Systematic Review of Shared Social Activities for Children on the Autism Spectrum and Their Peers. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00322-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Zhang B, Liang S, Chen J, Chen L, Chen W, Tu S, Hu L, Jin H, Chu L. Effectiveness of peer-mediated intervention on social skills for children with autism spectrum disorder: a randomized controlled trial. Transl Pediatr 2022; 11:663-675. [PMID: 35685075 PMCID: PMC9173870 DOI: 10.21037/tp-22-110] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Accepted: 05/18/2022] [Indexed: 12/04/2022] Open
Abstract
BACKGROUND Peer-mediated intervention (PMI) is an intervention that teaches normally developing peers to help children with autism spectrum disorder (ASD) actively participate in social interactions. Previous studies have shown that PMI applied to school settings is effective for children with ASD, but more multiple-baseline single-subject design. Many questions are still not clear due to the large clinical variability in children with ASD. This study investigated the effectiveness of PMI on social skills of children with ASD at varying symptom levels and analyzed the specific changes. METHODS This study used a randomized, single-blind, parallel-controlled design to analyze the effect of PMI in a hospital setting. Fifty-five children aged 4-12 years were diagnosed with ASD by clinicians using the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and stratified randomly allocated to either the experimental group or the control group using the envelope method. The experimental group utilized PMI, whereas the control group utilized behavioral therapy based on applied behavior analysis (ABA) [early intensive behavioral intervention (EIBI)]. This study primarily utilized the Social Responsiveness Scale (SRS) to evaluate the social performance of autistic children prior to and after the intervention. RESULTS Fifty-five participants were recruited and analyzed, the experimental group (n=29; mild to moderate n=18, severe n=11) and the control group (n=26; mild to moderate n=15, severe n=11). After the intervention, the experimental group's SRS score fell significantly more than the control group's (t=-3.918, P=0.000), d=-1.043; the mild to moderate subgroup experienced the same situation (H=17.811, P=0.009), d=-1.642. At the same time, the decline in social communication scores was significantly greater in the experimental group compared to the control group (t=-3.869, P=0.000), and the 95% confidence interval was -10.067 to -3.193. The social motivation of the mild-to-moderate subgroup of the experimental group (H=16.894, P=0.011), -3.000 (25th percentile, 75th percentile: -3.000, 0.000), and the behavioral patterns of autism (H=18.150, P=0.006), -3.000 (25th percentile, 75th percentile: -5.000, 0.000), the decreased value was significantly larger. CONCLUSIONS PMI therapy can increase social motivation in children with mild to moderate ASD, minimize undesirable behavior patterns, effectively improve overall social skills and enhance effective social communication with others. TRIAL REGISTRATION Chinese Clinical Trial Registry ChiCTR2100049185.
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Affiliation(s)
- Beihua Zhang
- School of Medicine, Tongji University, Shanghai, China.,Department of Pediatric Rehabilitation, Shanghai YangZhi Rehabilitation Hospital (Shanghai Sunshine Rehabilitation Center), Tongji University School of Medicine, Shanghai, China
| | - Shan Liang
- Department of Pediatric Rehabilitation, Shanghai YangZhi Rehabilitation Hospital (Shanghai Sunshine Rehabilitation Center), Tongji University School of Medicine, Shanghai, China
| | - Jingze Chen
- Department of Pediatric Rehabilitation, Shanghai YangZhi Rehabilitation Hospital (Shanghai Sunshine Rehabilitation Center), Tongji University School of Medicine, Shanghai, China
| | - Lin Chen
- Department of Pediatric Rehabilitation, Shanghai YangZhi Rehabilitation Hospital (Shanghai Sunshine Rehabilitation Center), Tongji University School of Medicine, Shanghai, China
| | - Weimin Chen
- Department of Pediatric Rehabilitation, Shanghai YangZhi Rehabilitation Hospital (Shanghai Sunshine Rehabilitation Center), Tongji University School of Medicine, Shanghai, China
| | - Shunshun Tu
- Department of Pediatric Rehabilitation, Shanghai YangZhi Rehabilitation Hospital (Shanghai Sunshine Rehabilitation Center), Tongji University School of Medicine, Shanghai, China
| | - Linyan Hu
- Department of Pediatric Rehabilitation, Shanghai YangZhi Rehabilitation Hospital (Shanghai Sunshine Rehabilitation Center), Tongji University School of Medicine, Shanghai, China
| | - Huimin Jin
- Department of Pediatric Rehabilitation, Shanghai YangZhi Rehabilitation Hospital (Shanghai Sunshine Rehabilitation Center), Tongji University School of Medicine, Shanghai, China.,Department of Occupational Therapy, School of Health Sciences, Duquesne University, Pittsburgh, PA, USA
| | - Lixi Chu
- School of Medicine, Tongji University, Shanghai, China.,Department of Science and Education, Shanghai YangZhi Rehabilitation Hospital (Shanghai Sunshine Rehabilitation Center), Tongji University School of Medicine, Shanghai, China
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Bejnö H, Bölte S, Linder N, Långh U, Odom SL, Roll-Pettersson L. From Someone Who May Cause Trouble to Someone You Can Play With: Stakeholders' Perspectives on Preschool Program Quality for Autistic Children. J Autism Dev Disord 2021; 52:3890-3908. [PMID: 34499273 PMCID: PMC9349083 DOI: 10.1007/s10803-021-05268-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/28/2021] [Indexed: 12/12/2022]
Abstract
In Sweden, young autistic children typically attend community-based preschool programs, which may not be adapted to their needs. In the current study, stakeholders to autistic children receiving Early Intensive Behavioral Intervention were interviewed following a quasi-randomized study (#NCT03634761) aimed at improving the preschool program quality using the Swedish version of the Autism Program Environment Rating Scale (APERS). Stakeholders provided their perceptions and experiences concerning key factors for high quality preschool programs as well as well as their experiences of the abovementioned APERS study. Applying thematic analysis, stakeholder groups differed in what they emphasized, but all highlighted staff’s competence, children’s inclusion and participation, collaboration, and the learning environment as key program areas that had been positively influenced by the APERS-based intervention.
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Affiliation(s)
- Hampus Bejnö
- Department of Special Education, Stockholm University, 106 91, Stockholm, Sweden.
| | - Sven Bölte
- Division of Neuropsychiatry, Department of Women's and Children's Health, Center of Neurodevelopmental Disorders (KIND), Karolinska Institutet, Stockholm, Sweden
- Center for Psychiatry Research, Stockholm County Council, Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm County Council, Stockholm, Sweden
- Curtin Autism Research Group, Curtin School of Allied Health, Curtin University, Perth, WA, Australia
- KIND, CAP Research Center, Gävlegatan 22 B, 11330, Stockholm, Sweden
| | - Nina Linder
- Department of Special Education, Stockholm University, 106 91, Stockholm, Sweden
| | - Ulrika Långh
- Division of Neuropsychiatry, Department of Women's and Children's Health, Center of Neurodevelopmental Disorders (KIND), Karolinska Institutet, Stockholm, Sweden
- Center for Psychiatry Research, Stockholm County Council, Stockholm, Sweden
- Autism Center for Young Children, Habilitation & Health, Stockholm County Council, 104 62, Stockholm, Sweden
- KIND, CAP Research Center, Gävlegatan 22 B, 11330, Stockholm, Sweden
| | - Samuel L Odom
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180, Chapel Hill, NC, 27599-8180, USA
| | - Lise Roll-Pettersson
- Department of Special Education, Stockholm University, 106 91, Stockholm, Sweden
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A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00286-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractChildren with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.
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A Systematic Review of Family-Mediated Social Communication Interventions for Young Children with Autism. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021; 9:208-234. [PMID: 33821200 PMCID: PMC8012416 DOI: 10.1007/s40489-021-00249-8] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Accepted: 03/11/2021] [Indexed: 12/02/2022]
Abstract
Social communication deficits are a core symptom of autism spectrum disorder (ASD). The present paper reviews 54 studies evaluating social communication interventions delivered by parents and siblings to children with ASD under 6 years old. Fifty studies evaluated parent-mediated intervention, and four studies evaluated sibling-mediated intervention. Fourteen studies evaluated interventions using telehealth. Treatment effects and research strength were variable across studies. Treatment modality, setting, and dosage had inconclusive impact on treatment effect. Parent-implemented intervention packages, Pivotal Response Treatment (PRT), Early Start Denver Model (ESDM), and Joint Attention, Symbolic Play, Engagement & Regulation (JASPER), qualified as established evidence-based practice for this population. Most studies reported successful generalization of skills for some, but not all, children. Telehealth and sibling-mediated intervention are promising areas of further research and clinical practice.
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Tincani M, Miller J, Lorah ER, Nepo K. Systematic Review of Verbal Operants in Speech Generating Device Research from Skinner's Analysis of Verbal Behavior. Perspect Behav Sci 2020; 43:387-413. [PMID: 32647788 PMCID: PMC7316899 DOI: 10.1007/s40614-020-00243-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Skinner's (1957) book Verbal Behavior is a critical tool in designing effective communication programs for individuals with limited speech. The purpose of this systematic review was to analyze the speech generating device (SGD) research literature from Skinner's taxonomy of primary verbal operants. An extraction procedure yielded 56 studies published between 1995 and 2018, with a total of 221 participants, most of whom had autism spectrum disorder (ASD) or an intellectual and developmental disability (IDD). The large majority of SGD studies (42) targeted multiply controlled mands, whereas only a handful of studies targeted verbal operants that were not mands. Few studies employed procedures for fading contrived sources of stimulus control to promote spontaneous responding, and few studies targeted more sophisticated, topography-based responses (e.g., typing, speech). Results of the review highlight the need for better dissemination of Skinner's Verbal Behavior, the need for research to evaluate effects of SGD in teaching a greater variety of spontaneous verbal operants, and the need to focus on application of SGD with populations beyond individuals with ASD and IDD.
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Affiliation(s)
- Matt Tincani
- Temple University, 1301 Cecil B. Moore Ave., Ritter Hall 351, Philadelphia, PA 19122 USA
| | | | | | - Kaori Nepo
- Chimes of Delaware, Inc., Newark, DE USA
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A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat. J Autism Dev Disord 2019; 49:3316-3327. [DOI: 10.1007/s10803-019-04055-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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