What is it about?
This is the largest study to date reporting on the effectiveness of combining peer training and speech-generating devices (SGD) into a communication intervention for preschoolers with ASD. In addition to increased rates of communication for both children with ASD (n=45) and peer partners (n=95) across multiple social settings, child-peer communicative exchanges were more reciprocal or balanced for children receiving the intervention compared to children who received SGD instruction with an untrained peer.
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Why is it important?
Results support positive outcomes on communication and reciprocal interactions between children with and without ASD by teaching peers to use the same SGD system within routine preschool activities. Findings also demonstrated generalization to new social settings, unfamiliar play partners, and maintenance of social communication gains. Social communication interventions that combine evidence-based approaches have the potential to impact core deficits and allow for greater participation in inclusive settings for young children with ASD.
Perspectives
I believe this intervention study is important to move the field of AAC and social communication interventions forward for those children with complex communication needs who need more support to engage in successful social activities with peer partners.
Dr Kathy Bourque
University of Kansas
Read the Original
This page is a summary of: Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder, Journal of Speech Language and Hearing Research, August 2018, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2018_jslhr-l-17-0424.
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