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 : 2025-04-10 Epub 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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在同龄人网络干预中教授小学同龄人回应性互动以及辅助和替代性交流策略。

目的：小学年龄的同龄人通常需要支持，以便他们与最低限度说话（即少于30个功能性口语单词）的自闭症同学进行积极互动。本研究考察同伴是否可以在同伴网络干预中学习使用响应性互动策略来支持包容性游戏和沟通。方法：采用单案例、多基线跨策略设计来评估与辅导相结合的初始教学环节是否有效地教授同伴响应性互动策略，包括辅助增强和替代沟通。参与者是两个最低限度说话的小学年龄自闭症学生，四个同龄人和他们的教育团队成员。结果：最初的教学与指导相结合，在教授同伴三种被称为谈话和玩耍的方式的反应性互动策略方面是有效的。此外，当同伴们学会了说话和玩耍的方式时，互动的性质也发生了有益的变化。这些策略得到了自闭症学生、同龄人和教育团队成员的认可。结论：学校团队可以使用这样的干预模型，通过使同伴成为反应迅速的交流伙伴和游戏伙伴，来改善说话最少的自闭症学生的结果。补充资料：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.