Parsons Lauren, Cordier Reinie, Munro Natalie, Joosten Annette
Curtin University, School of Occupational Therapy, Social Work and Speech Pathology, Bentley, Western Australia 6102, Australia.
Curtin University, School of Occupational Therapy, Social Work and Speech Pathology, Bentley, Western Australia 6102, Australia; University of Oslo, Department of Special Needs Education, Blindern, Oslo, 0318, Norway.
Res Dev Disabil. 2020 Apr;99:103591. doi: 10.1016/j.ridd.2020.103591. Epub 2020 Feb 4.
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.
This study evaluated the pragmatic language outcomes for typically-developing (TD) playmates who participated in a peer-mediated intervention for children with autism.
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.
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.
This peer-mediated intervention had a positive impact on TD-playmate's pragmatic language capacity and performance.
同伴介导的语用语言干预对自闭症儿童有益，因为它们同时针对个体儿童的语用语言技能和与社交互动相关的情境因素。然而，对于同伴介导干预后的同伴结果知之甚少。
本研究评估了参与针对自闭症儿童的同伴介导干预的发育正常（TD）玩伴的语用语言结果。
将二元组（自闭症儿童和TD玩伴；n = 71）随机分为先治疗组或先等待组。二元组与治疗师一起参加了10次诊所游戏课程，并由家长介导进行家庭练习。使用语用观察量表第二版（POM-2）和社会情感评估（SEE）在干预前、干预后和干预后3个月评估语用能力。
对于先干预和先等待的TD玩伴，两种结果测量的变化是等效的，但所有TD玩伴在干预后语用能力都有显著提高。治疗效果维持了3个月（p < 0.001 - 0.014，d = 0.22 - 0.63），在不同环境（诊所和家庭）中是等效的。在整个研究中，同伴关系类型和治疗师职业介导了POM-2分数，而表达语言能力调节了SEE分数。
这种同伴介导的干预对TD玩伴的语用语言能力和表现有积极影响。
