A play-based, peer-mediated pragmatic language intervention for school-aged children on the autism spectrum: Predicting who benefits most

Journal article

Parsons, Lauren, Cordier, Reinie, Munro, Natalie and Joosten, Annette. (2019). A play-based, peer-mediated pragmatic language intervention for school-aged children on the autism spectrum: Predicting who benefits most. Journal of Autism and Developmental Disorders. 49, pp. 4219 - 4231. https://doi.org/10.1007/s10803-019-04137-3
AuthorsParsons, Lauren, Cordier, Reinie, Munro, Natalie and Joosten, Annette
Abstract

This study explored characteristics of children with autism with large intervention effects following a peer-mediated pragmatic language intervention, to devise algorithms for predicting children most likely to benefit. Children attended a 10-week intervention with a typically-developing peer. Data from a pilot study and RCT formed the dataset for this study. The POM-2 measured intervention outcomes. Children completed the EVT-2, TACL-4, and Social Emotional Evaluation at baseline, and parents completed the CCC-2 and CCBRS. High CCC-2 Use of Context and CCBRS Separation Anxiety scores and comparatively lower EVT-2, CCC-2 Nonverbal Communication and Cohesion scores predicted children with large intervention effects. Results can be used by clinicians to predict which children within their clinics might benefit most from participating in this intervention.

Keywordssocial communication; intervention development; outcome prediction; discriminant function analysis
Year2019
JournalJournal of Autism and Developmental Disorders
Journal citation49, pp. 4219 - 4231
PublisherSpringer Science and Business Media
ISSN0162-3257
Digital Object Identifier (DOI)https://doi.org/10.1007/s10803-019-04137-3
Scopus EID2-s2.0-85068929352
Page range4219 - 4231
Research GroupSchool of Allied Health
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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