Abstract
Three elementary-aged boys with autism spectrum disorder who used speech-generating devices (SGD) and their paraprofessionals participated in a multiple baseline design study. This research evaluated the impact of an intervention package on interactions between the focus student and peers in three inclusive classrooms. Each paraprofessional received 35–50 min of training on strategies (e.g., identifying opportunities, prompting initiations) and self-monitoring procedures. Observational data were collected on students’ peer interactions, use of SGD, and paraprofessional prompts. Information on social validity was gathered through student interviews and staff questionnaires. Results showed increased reciprocal interactions between focus students and their peer partners and increased students’ use of SGD and gestures during peer interactions. Spillover interactions with other peers were observed in two of three classrooms. All paraprofessionals provided additional prompts to further facilitate initiations between focus students and peer partners. Social validity responses from participating students, peers, and school personnel strengthened the social importance of this study. Implications and recommendations will be provided for practitioners and researchers who wish to improve social outcomes of students who use SGD.
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This research was supported by the College of Education at Illinois State University through a University Research Grant.
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Chung, YC., Douglas, K.H. A Peer Interaction Package for Students with Autism Spectrum Disorders who Use Speech-Generating Devices. J Dev Phys Disabil 27, 831–849 (2015). https://doi.org/10.1007/s10882-015-9461-1
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DOI: https://doi.org/10.1007/s10882-015-9461-1