Trial of a Peer-to-Peer, Play-based Intervention to Improve Pragmatic Language in Children with Autism Spectrum Disorder

Abstract

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.