Peer's pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial

Journal article

Parsons, Lauren, Cordier, Reinie, Munro, Natalie and Joosten, Annette. (2020). Peer's pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial. Research in Developmental Disabilities. 99, p. Article 103591. https://doi.org/10.1016/j.ridd.2020.103591
AuthorsParsons, Lauren, Cordier, Reinie, Munro, Natalie and Joosten, Annette
Abstract

Background Peer-mediated pragmatic language interventions can be of benefit to children with autism as they simultaneously target an individual child’s pragmatic language skills and contextual factors related to social interactions. However, little is known about peer outcomes following peer-mediated interventions. Aims This study evaluated the pragmatic language outcomes for typically-developing (TD) playmates who participated in a peer-mediated intervention for children with autism. Methods Dyads (child with autism and TD-playmate; n = 71) were randomised to a treatment-first or waitlisted-first comparison group. Dyads attended 10 clinic play-sessions with a therapist and parents mediated home-practice. The Pragmatics Observational Measure 2nd edition (POM-2), and Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention. Results Changes in both outcomes measures were equivalent for intervention-first and waitlisted TD-playmates, but all TD-playmates made significant gains in pragmatics following the intervention. Treatment effects maintained for 3-months (p < 0.001–0.014, d = 0.22–0.63), were equivalent in different environments (clinic and home). Peer relationship type and therapist profession mediated POM-2 scores across the study, while expressive language ability moderated SEE scores. Conclusions This peer-mediated intervention had a positive impact on TD-playmate’s pragmatic language capacity and performance.

Keywordssocial communication; video-modelling; intervention development; school-age; autism
Year2020
JournalResearch in Developmental Disabilities
Journal citation99, p. Article 103591
PublisherElsevier Ltd
ISSN0891-4222
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ridd.2020.103591
Scopus EID2-s2.0-85078735654
Open accessPublished as green open access
Page range1-13
Research GroupSchool of Allied Health
Author's accepted manuscript
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Open
Publisher's version
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All rights reserved
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Output statusPublished
Publication dates
Online04 Feb 2020
Publication process dates
Accepted20 Jan 2020
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