Department of Educational & Counseling Psychology, and Special Education, The University of British Columbia, 2125 Main Mall, Vancouver, BC, Canada.
Augment Altern Commun. 2011 Mar;27(1):26-39. doi: 10.3109/07434618.2010.546810. Epub 2011 Feb 2.
Supporting social interactions between students with autism spectrum disorders (ASDs) and their typically developing peers presents many challenges. The purpose of this study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six peer confederates (three from each student with ASD's general education classroom) were taught to support SGD use during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts (CAs) by the two students with ASD. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research.
支持自闭症谱系障碍（ASD）学生与他们的典型发展同龄人之间的社交互动存在许多挑战。本研究的目的是调查一种同伴介导的干预措施的效果，该干预措施旨在教授两名 ASD 学生使用语音生成设备（SGD）在学校的社交环境中与同伴进行互动。六名同伴（每个 ASD 学生的普通教室各三名）被教导在游戏活动中支持 SGD 的使用。采用多基线设计来考察同伴介导的指导与两名 ASD 学生的总交际行为（CA）增加之间的关系。结果提供了证据，证明同伴们掌握了支持 ASD 学生使用 SGD 所需的技能。结果还表明，该干预措施在增加 ASD 学生的总适当 CA 方面是有效的。此外，所有同伴的社会有效性评分都是积极的。结果就教育意义、局限性和未来研究进行了讨论。
