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Peer’s pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial
Journal article   Open access   Peer reviewed

Peer’s pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial

Lauren Parsons, Reinie Cordier, Natalie Munro and Annette Joosten
Research in developmental disabilities, Vol.99, 103591
04/2020
DOI: https://doi.org/10.1016/j.ridd.2020.103591
PMID: 32032829
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Peer’s pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial760.05 kBDownloadView
AcceptedAuthor Accepted ManuscriptCC BY-NC-ND V4.0,  Open Access

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Abstract

Autism Intervention development School-age Social communication Video-modelling
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.

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