Navbar
Content

Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines

Visit Publisher Website »
Journal Title: 
Home Country: 
TitleEffects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines
Publication TypeJournal Article
AbstractSupporting social interactions between students with autism spectrum disorders (ASDs) and their typically developing peers presents many challenges. The purpose of this study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six peer confederates (three from each student with ASD’s general education classroom) were taught to support SGD use during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts (CAs) by the two students with ASD. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research.
AuthorsTrottier, N., Kamp L., and Mirenda P.
Year of Publication2011
PublicationAAC
Volume27
Issue1
Pages26-39
ISSN0743-4618 (print) 1477-3848 (online)
Publisher DOIhttps://doi.org/10.3109/07434618.2010.546810
Keywords (MeSH)autism spectrum disorder, child, child behaviour, child development disorders, communication aids for disabled, communication barriers, education, peer group, social behaviour