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ERIC Number: EJ858494
Record Type: Journal
Publication Date: 2009-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1366-8250
Peer-Mediated Teaching and Augmentative and Alternative Communication for Preschool-Aged Children with Autism
Trembath, David; Balandin, Susan; Togher, Leanne; Stancliffe, Roger J.
Journal of Intellectual & Developmental Disability, v34 n2 p173-186 Jun 2009
Background: The aim of this study was to assess the effectiveness of two communication interventions for preschool-aged children with autism. Method: Six typically developing peers were taught to implement peer-mediated naturalistic teaching, with and without a speech generating device (SGD), during play sessions with 3 classmates with autism in three preschools. Generalisation probes were conducted during mealtimes at the preschools. A multiple baseline design was used to assess the outcomes of the two intervention conditions. Results: All 3 children with autism increased their communicative behaviours immediately following the introduction of the two interventions, and generalised these increases to mealtime interactions with their peers. However, only 1 child maintained these increases in communication. Conclusion: These results provide preliminary evidence for the effectiveness of combining peer-mediated naturalistic teaching with the use of SGDs for preschool-aged children with autism. Suggestions for improving the maintenance of intervention effects are provided. (Contains 2 tables and 1 figure.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia