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
Authors | Parsons, 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. |
Keywords | social communication; video-modelling; intervention development; school-age; autism |
Year | 2020 |
Journal | Research in Developmental Disabilities |
Journal citation | 99, p. Article 103591 |
Publisher | Elsevier Ltd |
ISSN | 0891-4222 |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.ridd.2020.103591 |
Scopus EID | 2-s2.0-85078735654 |
Open access | Published as green open access |
Page range | 1-13 |
Research Group | School of Allied Health |
Author's accepted manuscript | License File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 04 Feb 2020 |
Publication process dates | |
Accepted | 20 Jan 2020 |
https://acuresearchbank.acu.edu.au/item/86577/peer-s-pragmatic-language-outcomes-following-a-peer-mediated-intervention-for-children-with-autism-a-randomised-controlled-trial
Download files
Author's accepted manuscript
AM_Parsons_2020_Peers_pragmatic_language_outcomes_following_a.pdf | |
License: CC BY-NC-ND 4.0 | |
File access level: Open |
Restricted files
Publisher's version
113
total views170
total downloads0
views this month7
downloads this month