Journal article
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, Vol.49, pp.4219-4231
10/2019
PMID: 31292899
Metrics
2 Record Views
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites
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.
Details
- Title
- A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most
- Creators
- Lauren Parsons - Curtin UniversityReinie Cordier - Curtin UniversityNatalie Munro - Curtin UniversityAnnette Joosten - Curtin University
- Publication Details
- Journal of autism and developmental disorders, Vol.49, pp.4219-4231
- Publisher
- Springer New York LLC
- Identifiers
- 991013169710102368
- Copyright
- © Springer Science+Business Media, LLC, part of Springer Nature 2019.
- Academic Unit
- Faculty of Health
- Language
- English
- Resource Type
- Journal article