Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism

摘要: AbstractBackground The aim of this study was to assess the effectiveness two communication interventions for preschool-aged children with autism.Method Six typically developing peers were taught implement peer-mediated naturalistic teaching, and without a speech generating device (SGD), during play sessions 3 classmates autism in three preschools. Generalisation probes conducted mealtimes at A multiple baseline design used outcomes intervention conditions.Results All increased their communicative behaviours immediately following introduction interventions, generalised these increases mealtime interactions peers. However, only 1 child maintained communication.Conclusion These results provide preliminary evidence combining teaching use SGDs autism. Suggestions f...