title: Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism.
abstract: BACKGROUND
  The aim of this study was to assess the effectiveness of two communication interventions for preschool-aged children with autism.
  
  
  METHODS
  Six typically developing peers were taught to implement peer-mediated naturalistic teaching, with and without a speech generating device (SGD), during play sessions with 3 classmates with autism in three preschools. Generalisation probes were conducted during mealtimes at the preschools. A multiple baseline design was used to assess the outcomes of the two intervention conditions.
  
  
  RESULTS
  All 3 children with autism increased their communicative behaviours immediately following the introduction of the two interventions, and generalised these increases to mealtime interactions with their peers. However, only 1 child maintained these increases in communication.
  
  
  CONCLUSIONS
  These results provide preliminary evidence for the effectiveness of combining peer-mediated naturalistic teaching with the use of SGDs for preschool-aged children with autism. Suggestions for improving the maintenance of intervention effects are provided.
authors.affiliation: Discipline of Speech Pathology, The University of Sydney, PO Box 170, Lidcombe, NSW 1825, Australia. D.Trembath@usyd.edu.au
authors.forename: David
authors.initials: D
authors.lastname: Trembath
authors.forename: Susan
authors.initials: S
authors.lastname: Balandin
authors.forename: Leanne
authors.initials: L
authors.lastname: Togher
authors.forename: Roger J
authors.initials: RJ
authors.lastname: Stancliffe
mesh_terms: D001321:Autistic Disorder / Q000523:psychology / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods; D002675:Child, Preschool; D003142:Communication; D005260:Female; D006801:Humans; D007100:Imitative Behavior; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D013663:Teaching / Q000379:methods; D016896:Treatment Outcome