1,226
Views
14
CrossRef citations to date
0
Altmetric
ORIGINAL ARTICLE

Peer-mediated intervention for pre-schoolers with ASD: Effects on responses and initiations

&

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Bakeman, R., & Adamson, L. B. (1984). Coordinating attention to people and objects in mother-infant and peer-infant interaction. Child Development, 55, 1278–1289.
  • Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4, 619–625.
  • Bandura, A. (1989). Social cognitive theory. In R. Vass (Ed.), Annals of child development: A research annual (pp. 1–61). London, UK: JAI Press Inc.
  • Bass, J. D., & Mulick, J. A. (2007). Social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools, 44, 727–735.
  • Bauminger, N., & Kasari, C. (2000). Loneliness and Friendship in High-Functioning Children with Autism. Child Development, 71, 2, 447–456.
  • Beilinson, J. S., & Olswang, L. B. (2003). Facilitating peer-group entry in kindergartners with impairments in social communication. Language, Speech & Hearing Services in Schools, 34, 154–166.
  • Billingsley, F., Deitz, J. C., Tanta, K. J., & White, O. (2005). The effects of peer-play level on initiations and responses of preschool children with delayed play skills. American Journal of Occupational Therapy, 59, 437.
  • Bordens, K. S., & Abbott, B. B. (1999). Research design and methods: A process approach (4th ed.). Mountain view, CA: Mayfield Publishing Company.
  • Bourgeois, P. (1997). Franklin's new friend. Toronto, Canada: Kids Can Press.
  • Conroy, M. A., Boyd, B. A., Asmus, J. M., & Madera, D. (2007). A functional approach for ameliorating social skills deficits in young children with autism spectrum disorders. Infants & Young Children, 20, 242–254.
  • Davis, C. A., Brady, M. P., Hamilton, R., McEvoy, M. A., & Williams, R. E. (1994). Effects of high-probability requests on the social interactions of young children with severe disabilities. Journal of Applied Behavior Analysis, 27, 619–637.
  • Fettig, A. (2013). Peer-mediated instruction and intervention (PMII) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
  • Foster, S. L., & Mash, E. J. (1999). Assessing social validity in clinical treatment research: Issues and procedures. Journal of Consulting and Clinical Psychology, 67, 308–319.
  • Gena, A., & Kymissis, E. (2001). Assessing and setting goals for the attending and communicative behavior of three preschoolers with autism in inclusive kindergarten settings. Journal of Developmental and Physical Disabilities, 13, 11–26.
  • Hadley, P. A., & Rice, M. L. (1991). Conversational responsiveness of speech- and language-impaired preschoolers. Journal of Speech and Hearing Research, 34, 1308–1317.
  • Hayes, S., & Haas, J. (1988). A re-evaluation of the concept of clinical significance: Goals, methods and methodology. Behavioral Assessment, 10, 189–196.
  • Hegde, M. N. (1994). Clinical Research in Communicative Disorders: Principles and Strategies. Austin, TX: Pro-Ed.
  • Houghton, K., Schuchard, J., Lewis, C., & Thompson, C. K. (2013). Promoting child-initiated social-communication in children with autism: Son-rise program intervention effects. Journal of Communication Disorders, 46, 495–506.
  • Hughett, K., Kohler, F., & Raschke, D. (2013). The effects of a buddy skills package on preschool Children's social interactions and play. Topics in Early Childhood Special Education, 32, 246–254.
  • Hurley, J., Wehby, J., & Feurer, I. (2010). The social validity assessment of social competence intervention behavior goals. Topics in Early Childhood Special Education, 30, 112–124.
  • Kalyva, E., & Avramides, A. (2005). Improving communication between children with autism and their peers through the ‘circle of friends’: A small-scale intervention study. Journal of Applied Research in Intellectual Disabilities, 18, 253–261.
  • Katz, E., & Girolametto, L. (2013). Peer-mediated intervention for preschoolers with ASD implemented in early childhood education settings. Topics in Early Childhood Special Education, 33, 132–142.
  • Kazdin, A. E. (1982). Single-Case Research Design: Methods for Clinical and Applied Settings. New York: Oxford University Press.
  • Koegel, L. K. (2000). Interventions to Facilitate Communication in Autism. Journal of Autism and Developmental Disorders, 30, 383–391.
  • Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons with Severe Handicaps, 24, 174–185.
  • Koegel, L. K., Vernon, T. W., Koegel, R. L., Koegel, B. L., & Paullin, A. W. (2012). Improving social engagement and initiations between children with Autism Spectrum Disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions, 14, 220–227.
  • Koegel, R., Bradshaw, J., Ashbaugh, K., & Koegel, L. (2014). Improving question-asking initiations in young children with autism using pivotal response treatment. Journal of Autism and Developmental Disorders, 44, 816–827.
  • Koegel, L. K., Carter, C. M., & Koegel, R. L. (2003). Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders, 23, 134–145.
  • Kohler, F. W., Greteman, C., Raschke, D., & Highnam, C. (2007). Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers. Topics in Early Childhood Special Education, 27, 155–163.
  • Kohler, F. W., Strain, P. S., Maretsky, S., & DeCesare, L. (1990). Promoting positive and supportive interactions between pre-schoolers: An analysis of group-oriented contingencies. Journal of Early Intervention, 14, 327–341.
  • Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30, 183–193.
  • Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Jr., Leventhal, B. L., DiLavore, P. C., et al. (2000). The Autism Diagnostic Observation Schedule—Generic: A Standard Measure of Social and Communication Deficits Associated with the Spectrum of Autism. Journal of Autism and Developmental Disorders, 3, 205–223.
  • MacDonald, R., Anderson, J., Dube, W. V., Geckeler, A., Green, G., Holcomb, W., et al. (2006). Behavioral assessment of joint attention: A methodological report. Research in Developmental Disabilities, 27, 138–150.
  • Mallory, B. L., & New, R. S. (1994). Social constructivist theory and principles of inclusion: Challenges for early childhood special education. The Journal of Special Education, 28, 322–337.
  • Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatments for children with autism spectrum disorders: an overview. Behavior Modification, 31, 682–707.
  • Mayer-Johnson, LLC. (1995). Boardmaker®. www.mayer-johnson.com.
  • McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32, 351–372.
  • McConnell, S. R., & Odom, S. L. (1999). A multi-measure performance-based assessment of social competence in young children with disabilities. Topics in Early Childhood Special Education, 19, 67–74.
  • McGrath, A., Bosch, S., Sullivan, C., & Fuqua, R. (2003). Training reciprocal social interactions between preschoolers and a child with autism. Journal of Positive Behavior Interventions, 5, 47–54.
  • McReynolds, L. V., & Kearns, K. P. (1983). Single subject experimental design in communication disorders. Austin, TX: Pro-Ed.
  • Nelson, C., McDonnell, A. P., Johnston, S. S., Crompton, A., & Nelson, A. R. (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities, 42, 165–181.
  • Odom, S. L., & Strain, P. S. (1986). A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers. Journal of Applied Behavior Analysis, 19, 59–71.
  • Owen-DeSchryver, J., Carr, E., Cale, S., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23, 15–28.
  • Rogers, S. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30, 399–409.
  • Roid, G., & Miller, L. (1997). Leiter-Revised. Wood Dale, IL: Steolting.
  • Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51, 1227–1234.
  • Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing Single-Subject Research: Issues and Applications. Behavior Modification, 22, 221–242.
  • Sigman, M., & Ruskin, E. (1999). Chapter V. peer interactions in school. Monographs of the Society for Research in Child Development, 64, 66–87.
  • Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales: Interview edition. Circle Pines, MN: American Guidance Service, Inc.
  • Sperry, L., Neitzel, J., & Engelhardt-Wells, K. (2010). Peer- mediated instruction and intervention strategies for students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54, 256–264.
  • Tager-Flusberg, H., Joseph, R., & Folstein, S. (2001). Current directions in research on autism. Mental Retardation and Developmental Disabilities Research Reviews, 7, 21–29.
  • Tawney, J. W., & Gast, D. L. (1984). Single subject research in special education. Columbus, OH: Charles E. Merrill Publishing Company.
  • Timler, G., Vogler-Elias, D., & McGill, F. (2007). Strategies for promoting generalization of social communication skills in preschoolers and school-aged children. Topics in Language Disorders, 27, 167.
  • Watson, P. J., & Workman, E. A. (1981). The non-concurrent multiple baseline across-individuals design: An extension of the traditional multiple baseline design. Journal of Behavior Therapy and Experimental Psychiatry, 12, 257–259.
  • Weiss, M. J., & Harris, S. L. (2001). Teaching social skills to people with autism. Behavior Modification, 25, 785–802.
  • Wong, C., & Kasari, C. (2012). Play and joint attention of children with autism in the preschool special education classroom. Journal of Autism and Developmental Disorders, 42), 2152–2161.
  • Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2002). Preschool Language Scales (4th ed.). San Antonio, TX: The Psychological Corporation.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.