Bambara Linda M, Cole Christine L, Telesford Alana, Bauer Kathleen, Bilgili-Karabacak Irem, Weir Amanda, Thomas Amanda
Department of Education and Human Services, Lehigh University, Bethlehem, PA.
J Speech Lang Hear Res. 2021 Dec 13;64(12):4845-4860. doi: 10.1044/2021_JSLHR-21-00150. Epub 2021 Nov 4.
This study was conducted to evaluate the effects of a multicomponent peer-mediated intervention (PMI) on teaching adolescents with autism spectrum disorder (ASD) how to show interest in peer conversation partners by asking partner-focused questions about the person, their interests, or their experiences and by making partner-focused comments that positively affirm peer statements or express concern.
A multiple-baseline design across three verbally fluent high school students with ASD was used to assess the effects of the PMI, which involved training peers ( = 10) to support conversation and the students' use of target skills, and training the students to use partner-focused skills with the aid of a self-reflection cue sheet during conversation with trained peers in a high school cafeteria. Ten-minute samples of student-peer conversations were transcribed and analyzed. Generalization with untrained peers was assessed.
The PMI was highly effective in increasing all students' use of partner-focused skills. Gains were maintained by two students in a return-to-baseline condition. Generalization was evident for all students with varied results. Peers and students with ASD perceived the intervention to be beneficial.
This study adds to the limited research showing that PMI can be used in high school settings to improve target conversational skills and provides preliminary evidence that PMI can successfully address an underresearched pragmatic language difficulty (i.e., introducing and maintaining topics of conversation of relevance and interest to conversation partners) common among adolescents with ASD. These findings invite replication to extend generality and assess the impact of the intervention on peer relationships. Supplemental Material https://doi.org/10.23641/asha.16915663.
本研究旨在评估多成分同伴介导干预（PMI）对自闭症谱系障碍（ASD）青少年的影响，该干预旨在教会他们如何通过询问与同伴相关的关于对方本人、兴趣或经历的问题，以及做出以同伴为中心的评论（积极肯定同伴的陈述或表达关切）来表现出对同伴对话伙伴的兴趣。
采用多基线设计，对三名语言流畅的患有ASD的高中生进行研究，以评估PMI的效果。该干预包括培训同伴（n = 10）以支持对话和学生使用目标技能，并在高中自助餐厅中，在与经过培训的同伴对话时，借助自我反思提示表训练学生使用以同伴为中心的技能。对学生与同伴对话的10分钟样本进行转录和分析。评估与未受过训练的同伴之间的泛化情况。
PMI在提高所有学生对以同伴为中心技能的使用方面非常有效。两名学生在恢复到基线状态时保持了进步。所有学生都出现了泛化现象，但结果各不相同。同伴和患有ASD的学生都认为该干预有益。
本研究增加了有限的研究证据，表明PMI可用于高中环境中以提高目标对话技能，并提供了初步证据表明PMI可以成功解决一个研究不足的语用语言困难（即引入和维持与对话伙伴相关且感兴趣的话题），这在患有ASD的青少年中很常见。这些发现有待重复验证以扩大普遍性，并评估该干预对同伴关系的影响。补充材料https://doi.org/10.23641/asha.16915663 。
