Using Peer-Mediation to Enhance Conversation and Reduce Inappropriate Communication Acts in Adolescents with Autism

Autor/inn/en	Thomas, Amanda; Bambara, Linda M.
Titel	Using Peer-Mediation to Enhance Conversation and Reduce Inappropriate Communication Acts in Adolescents with Autism
Quelle	In: Education and Training in Autism and Developmental Disabilities, 55 (2020) 2, S.185-200 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Peer Mediation; Interpersonal Communication; Communication Skills; Autism; Pervasive Developmental Disorders; Intervention; High School Students; Skill Development; Rating Scales; Teaching Methods; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Peer Group; Mediation; Interpersonale Kommunikation; Kommunikationsstil; Autismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kompetenzentwicklung; Qualifikationsentwicklung; Rating-Skala; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Pragmatic language difficulties of adolescents with autism spectrum disorder (ASD) can significantly impact their ability to engage in socially appropriate conversations and form peer relationships. Using a multiple baseline design across participants, this study evaluated the effects of a novel peer-mediated intervention (PMI) on improving the social conversation of three high school students with ASD who engaged in high rates of inappropriate communication acts (e.g., perseveration, abrupt topic shifts). The PMI incorporated peer training, graphic/text cues and direct instruction for the students to reduce inappropriate communications while supporting appropriate initiations and topic maintenance responses. Results revealed that the PMI was highly effective in reducing the inappropriate communication acts of three students and increasing the appropriate communication acts of two students. Conversation gains generalized to untrained peers for all student participants. Social validity outcomes assessing intervention acceptability and conversation were highly positive. This study provides additional evidence that PMI can be individualized to address the unique pragmatic language needs of high school students with ASD. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01