Increasing Social Participation Using a Shared-Reading Peer-Mediated Intervention in Students with Autism
Advances in Neurodevelopmental Disorders
Objectives: Peer-mediated interventions (PMIs) have been established as an evidence-based practice for individuals with autism spectrum disorder (ASD), yet few studies of this intervention have included students with ASD considered to be significantly impacted by the disorder. In the present study, a shared-reading PMI employing a three-step strategy including visual supports and token reinforcement was used to increase social interactions between four first and second grade participants with autism spectrum disorders (ASD) requiring substantial and very substantial support and 12 second grade participants with typical development (TD). Methods: A reversal design (ABAB) was used with sessions held twice a week over 2 months to measure social participation of participants during baseline and intervention phases. During intervention sessions, participants with ASD and TD were taught to stay, read, and talk with their buddies about a story. Results: Visual analysis of graphical data and percent of all nonoverlapping data (PAND) effect size estimates indicated that all four participants with ASD increased social participation with typical peers over baseline measures, with two of the four participants with ASD increasing social participation to levels commensurate or surpassing that of participants with TD; however, two participants with ASD did not follow the expected reversal pattern. Additionally, three of four participants with ASD showed modest increases in initiations to peers. Conclusions: These results provide information about the use of PMI with participants with ASD requiring substantial and very substantial support, and the practicality of this intervention holds promise for sustainable use of PMI with this population in public-school settings.
Autism spectrum disorders, Peer-mediated intervention, Shared-reading, Social participation
Lisa A. Simpson. "Increasing Social Participation Using a Shared-Reading Peer-Mediated Intervention in Students with Autism" Advances in Neurodevelopmental Disorders (2020): 36-45. https://doi.org/10.1007/s41252-019-00140-y