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A Peer Interaction Package for Students with Autism Spectrum Disorders who Use Speech-Generating Devices

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TitleA Peer Interaction Package for Students with Autism Spectrum Disorders who Use Speech-Generating Devices
Publication TypeJournal Article
AbstractThree elementary-aged boys with autism spectrum disorder who used speech-generating devices (SGD) and their paraprofessionals participated in a multiple baseline design study. This research evaluated the impact of an intervention package on interactions between the focus student and peers in three inclusive classrooms. Each paraprofessional received 35–50 min of training on strategies (e.g., identifying opportunities, prompting initiations) and self-monitoring procedures. Observational data were collected on students’ peer interactions, use of SGD, and paraprofessional prompts. Information on social validity was gathered through student interviews and staff questionnaires. Results showed increased reciprocal interactions between focus students and their peer partners and increased students’ use of SGD and gestures during peer interactions. Spill over interactions with other peers were observed in two of three classrooms. All paraprofessionals provided additional prompts to further facilitate initiations between focus students and peer partners. Social validity responses from participating students, peers, and school personnel strengthened the social importance of this study. Implications and recommendations will be provided for practitioners and researchers who wish to improve social outcomes of students who use SGD.
AuthorsChung, Y. - C., and Douglas K. H.
Year of Publication2015
PublicationJournal of Developmental and Physical Disabilities
Volume27
Pages831-849
ISSN1056-263X (print) 1573-3580 (online)
Publisher DOIhttps://link.springer.com/article/10.1007/s10882-015-9461-1
Keywords (MeSH)autism spectrum disorder, communication aids for disabled, peer group, surveys & questionnaires
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