Teaching Elementary-Aged Peers Responsive Interaction and Augmentative and Alternative Communication Strategies Within a Peer Network Intervention.

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools Pub Date : 2025-03-26 DOI:10.1044/2025_LSHSS-24-00092

Elizabeth E Biggs, Erin C Turner, Emily Elchos, Emilee Spann, Kendra E Scotti

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引用次数: 0

Abstract

Purpose: Elementary-aged peers often need support for them to have positive interactions with classmates with autism who are minimally speaking (i.e., fewer than 30 functional spoken words). This study examined whether peers could learn to use responsive interaction strategies to support inclusive play and communication within a peer network intervention.

Method: A single-case, multiple-baseline across-strategies design was used to evaluate whether an initial teaching session paired with coaching was effective to teach peers responsive interaction strategies that incorporated aided augmentative and alternative communication. Participants were two elementary-aged autistic students who were minimally speaking, four peers, and their educational team members.

Results: The initial teaching paired with coaching was effective in teaching peers the three responsive interaction strategies called the Ways to Talk and Play. Additionally, the nature of interactions changed in beneficial ways when peers learned the Ways to Talk and Play. The strategies were viewed favorably by students with autism, peers, and educational team members.

Conclusion: School teams can use intervention models such as this to improve outcomes for minimally speaking students with autism by equipping peers as responsive communication and play partners.

Supplemental material: https://doi.org/10.23641/asha.28629023.

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.