Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder

自闭症谱系障碍 心理学 非语言交际 心理干预 干预(咨询) 自闭症 发展心理学 人际交往 互惠(文化人类学) 忠诚 随机对照试验 同级组 多基线设计 临床心理学 社会心理学 医学 计算机科学 精神科 电信 外科
作者
Kathy Thiemann-Bourque,Sarah Feldmiller,Lesa Hoffman,Stacy Johner
出处
期刊:Journal of Speech Language and Hearing Research [American Speech-Language-Hearing Association]
卷期号:61 (8): 2045-2061 被引量:26
标识
DOI:10.1044/2018_jslhr-l-17-0424
摘要

This study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app.Effects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers.Children receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize improvements and maintain communication gains. Treatment fidelity was high for school staff and peer implementation.Results support positive effects on communication of teaching young children with ASD and peers without disabilities to use the same SGD system in typical preschool activities. SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers.
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