Trial of a Peer-to-Peer, Play-based Intervention to Improve Pragmatic Language in Children with Autism Spectrum Disorder
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Taking a systematic approach to intervention development and evaluation, this thesis evaluated a peer-mediated, play-based pragmatic language intervention for children with autism. The intervention demonstrated a significant, moderate effect on pragmatic language for children with autism. Peer’s pragmatic language also improved significantly. Effects were greatest for children with autism with high social anxiety and use of context scores, but low nonverbal communication and expressive vocabulary scores at baseline. Parents deemed the intervention appropriate for families.
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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 disorderParsons, L.; Cordier, Reinie; Munro, N.; Joosten, Annette (2018)© 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 ...
Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based interventionCordier, Reinie; Munro, N.; Wilkes-Gillan, S.; Ling, L.; Docking, K.; Pearce, W. (2016)Background/aim: Children with attention deficit hyperactivity disorder (ADHD) often present with pragmatic language deficits and difficulties with peer-peer friendships. Parents and typically developing peers (TDPs) may ...
The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactionsCordier, Reinie; Munro, N.; Wilkes-Gillan, S.; Docking, K. (2013)Children with Attention Deficit Hyperactivity Disorder (ADHD) commonly experience significant pragmatic language deficits which put them at risk of developing emotional and social difficulties. This study aimed to examine ...