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Increasing joint attention and social play through peer‐mediated intervention: A single case design
Author(s) -
Krier Jessie,
Lambros Katina M.
Publication year - 2021
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22460
Subject(s) - psychology , multiple baseline design , intervention (counseling) , autism spectrum disorder , autism , psychological intervention , joint attention , developmental psychology , social skills , inclusion (mineral) , peer group , single subject design , clinical psychology , psychotherapist , social psychology , psychiatry
This study evaluated the effectiveness of a peer‐mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer‐mediated interventions are an evidence‐based practice, but there is limited research on using peers outside of the target student's classroom and using them with severely impacted students. In this study, the research team trained third‐grade peers to work with preschoolers with ASD in one‐on‐one play sessions. JA, parallel play, and common focus play were increased during intervention, while solitary and unoccupied play were decreased. Social validity was high as reported by participants. This study provides promising data for increased inclusion of severely impacted students, with benefits for all students involved.