Abstract
This study evaluated whether a play-based, teacher-facilitated peer network intervention could improve basic social communication skills of children with autism spectrum disorder (ASD). The study was conducted in a regular classroom, using the principles of peer mediation and an integrated playgroup model. A single-subject multiple baseline design across three participants with ASD and Tau-U were used to determine the size of the effect. The results indicated that basic social communication skills of all three target participants significantly improved from the baseline condition in all three aspects measured: the duration of social interaction, social initiations, and responses to their peers. In the maintenance condition, three target participants retained increased social communication skills yet at lower levels than during the intervention condition. Overall, the results suggested that the intervention package was effective at improving the social abilities of children with ASD and applicable in classrooms. Practices, implications, and recommendations for future research are discussed.
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The author extends his appreciation to the Deanship of Scientific Research at King Saud University for the financial support. The author thanks the Deanship of Scientific Research and RSSU at King Saud University for their technical support.
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Appendices
Appendix A
The Procedural Fidelity Checklist.
Step | Mark (√) if observed or (X) if not observed. |
|---|---|
1.The teachers-facilitator designed activities to promote interaction between children with ASD and their typically developing peers (organizing all children together in one place). | |
2.The trained peer sitting next to or across from the child with ASD. | |
3.The trained peer attempting to get the attention of the child with ASD using verbal prompting by calling his or her name, waving a hand, etc. | |
4.The trained peer initiating a greeting with “Hello”. | |
5.The trained peer waiting for a response such as waving a hand, making eye contact, etc. from the child with ASD. | |
6.The trained peer positively verbally reinforcing the child with ASD by saying “Good” if a response was given. | |
7.The trained peer repeating steps 2–5 if no response from the child with ASD given. |
Appendix B
The Used Strategies of Peer Network Interventions (PNI) and Integrated Play Groups (IPG).
The Strategy | Model | Deliver |
|---|---|---|
A group including up to five children with one or two peers with ASD. | PNI | Teacher |
A well-designed play space with a variety of age and developmentally appropriate toys and props for guided participation and full immersion in play. | IPG | Teacher |
Adult facilitation and repeated social learning opportunities in a natural, integrated setting with typically developing peers. | PNI | Teacher |
Play initiations and scaffolding play. | IPG | Trained peer |
1. Encouraging children with ASD to engage naturally in a playgroup. | IPG | Trained peer |
2. playgroup facilitators who provided different levels of guidance. | IPG | Trained peer |
3. Build a social network along with their peers with ASD. | PNI | Trained peer |
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Aldabas, R. Effects of peer network intervention through peer-led play on Basic Social Communication Skills of children with Autism Spectrum Disorder in Inclusive Classroom. J Dev Phys Disabil 34, 1121–1148 (2022). https://doi.org/10.1007/s10882-022-09840-1
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DOI: https://doi.org/10.1007/s10882-022-09840-1