Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder / Thea BRAIN in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.26-38 Titre : Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Thea BRAIN, Auteur ; Pat MIRENDA, Auteur Article en page(s) : p.26-38 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Autism spectrum disorder  Engagement  Communication  Middle school Index. décimale : PER Périodiques Résumé : Background Peer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students. Method This study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40–50?minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up. Results Results showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1–4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers. Conclusions This study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient. En ligne : https://doi.org/10.1016/j.rasd.2019.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder [Texte imprimé et/ou numérique] / Thea BRAIN, Auteur ; Pat MIRENDA, Auteur . - p.26-38. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.26-38 Mots-clés : Peer-mediated intervention  Autism spectrum disorder  Engagement  Communication  Middle school Index. décimale : PER Périodiques Résumé : Background Peer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students. Method This study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40–50?minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up. Results Results showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1–4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers. Conclusions This study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient. En ligne : https://doi.org/10.1016/j.rasd.2019.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

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