Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism.
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.
Trembath
David
D
Discipline of Speech Pathology, The University of Sydney, PO Box 170, Lidcombe, NSW 1825, Australia. D.Trembath@usyd.edu.au
Balandin
Susan
S
Togher
Leanne
L
Stancliffe
Roger J
RJ
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