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    The feasibility and appropriateness of a peer-to-peer, play-based intervention for improving pragmatic language in children with autism spectrum disorder

    Access Status
    Fulltext not available
    Authors
    Parsons, L.
    Cordier, Reinie
    Munro, N.
    Joosten, Annette
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Parsons, L. and Cordier, R. and Munro, N. and Joosten, A. 2018. The feasibility and appropriateness of a peer-to-peer, play-based intervention for improving pragmatic language in children with autism spectrum disorder. Int J Speech Lang Pathol: pp. 1-13.
    Source Title
    Int J Speech Lang Pathol
    DOI
    10.1080/17549507.2018.1492630
    ISSN
    1754-9515
    School
    School of Occ Therapy, Social Work and Speech Path
    URI
    http://hdl.handle.net/20.500.11937/71787
    Collection
    • Curtin Research Publications
    Abstract

    © 2018, © 2018 The Speech Pathology Association of Australia Limited Published by Informa UK Limited, trading as Taylor & Francis Group. Purpose: This study trialled a play-based, peer-to-peer intervention with children with autism spectrum disorder (ASD) to identify suitable instruments for measuring changes in pragmatic language following the intervention, and evaluate preliminary effectiveness. It also aimed to investigate the appropriateness of the intervention for participants. Method: Ten children with ASD, their typically developing peers, and parents participated. The Pragmatics Observational Measure (POM), Social Emotional Evaluation (SEE) and Profiling Elements of Prosody in Speech Communication (PEPS-C) measured the participant’s social communication skills before, after, and 2-months following the intervention. Parent interviews were conducted two months after the intervention and responses were analysed using a thematic approach. Result: Children demonstrated gains in pragmatic language on the POM (?2(3) = 11.160, p = 0.011) and related higher-level language on the SEE (?2(2) = 6.686, p = 0.035). The PEPS-C did not produce any significant results. Parent interview responses indicated the intervention was appropriate for the children and families involved. Conclusion: The intervention warrants further investigation of effectiveness with a more robust research design. Consideration should be given to using observational measures of pragmatic language away from the clinic environment to evaluate generalisation, and future development of the intervention might consider variations in playmates and group size.

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