| Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines. | |
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MedLine Citation:
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PMID: 21284561 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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Supporting 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. |
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Authors:
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Nadine Trottier; Lorraine Kamp; Pat Mirenda |
Publication Detail:
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Type: JOURNAL ARTICLE Date: 2011-2-2 |
Journal Detail:
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Title: Augmentative and alternative communication (Baltimore, Md. : 1985) Volume: - ISSN: 1477-3848 ISO Abbreviation: - Publication Date: 2011 Feb |
Date Detail:
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Created Date: 2011-2-2 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 8504574 Medline TA: Augment Altern Commun Country: - |
Other Details:
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Languages: ENG Pagination: - Citation Subset: - |
Affiliation:
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University of British Columbia. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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