title: Peers as clinicians: Examining the impact of Stay Play Talk on social communication in young preschoolers with autism.
abstract: BACKGROUND
  Peer Mediated Interventions (PMIs) can be incorporated into integrated early childhood and preschool settings to address socialization impairments observed in children with ASD (Katz & Girolametto, 2013). However, research examining specific PMI strategies with young preschoolers remains limited.
  
  
  OBJECTIVE
  The current study examines the efficacy of the Stay, Play, Talk PMI (English, Shafer, Goldstein, & Kaczmerek, 1997) on the social communication skills of young preschool children diagnosed with an Autism Spectrum Disorder (ASD).
  
  
  METHODS
  Each of 3 typically developing children (ages 3-5 years) was paired with a child with an ASD (ages 3-4 years). Typically developing peers were taught to Stay with their friend, Play with their friend, and Talk to their friend. The child dyads played together during two, 20-min weekly sessions for 6-8 weeks. A multiple baseline design across participants was implemented to measure the impact of the Stay Play Talk strategies on social initiations and responses characterized by non-coordinated gestures, gestures, and words. Simulation Modeling Analysis was also conducted to confirm visual analysis.
  
  
  RESULTS
  All 3 typical peer buddies and all 3 target children with ASD demonstrated increases in the frequency of their responses, reaching levels that greatly exceeded baseline levels. Further, social reciprocations increased among each dyad above baseline. Social initiations remained variable across dyads. Gains were not maintained two months post intervention.
  
  
  CONCLUSIONS
  Results of this study corroborated previous findings that support the usefulness of PMIs to improve social communication of young children with ASD (Chan et al., 2009) and suggest an economical, naturally occurring approach to improve social communication during early childhood.
  
  
  OBJECTIVE
  Readers will gain knowledge regarding the social communication profile of children with ASD and how this profile can negatively impact language development and peer relationships. In addition, readers will be able to identify the basic components of the Stay Play Talk intervention. Finally, this paper will explain the impacts of the Stay Play Talk intervention on the social communication skills of young children with ASD.
authors.affiliation: Department of Communicative Disorders, University of Alabama, United States. Electronic address: abarber@ua.edu.
authors.forename: Angela B
authors.initials: AB
authors.lastname: Barber
authors.affiliation: Department of Communicative Disorders, University of Alabama, United States.
authors.forename: Rachel W
authors.initials: RW
authors.lastname: Saffo
authors.affiliation: Department of Psychology, University of Alabama, United States.
authors.forename: Ansley T
authors.initials: AT
authors.lastname: Gilpin
authors.affiliation: Department of Communicative Disorders, University of Alabama, United States.
authors.forename: Lydia D
authors.initials: LD
authors.lastname: Craft
authors.affiliation: Department of Communication Sciences and Disorders, University of South Florida, United States.
authors.forename: Howard
authors.initials: H
authors.lastname: Goldstein
mesh_terms: D000067877:Autism Spectrum Disorder / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy*; D002675:Child, Preschool; D003131:Combined Modality Therapy; D003147:Communication Disorders / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy*; D018479:Early Intervention, Educational / Q000379:methods*; D033062:Friends / Q000523:psychology; D006801:Humans; D008297:Male; D010379:Peer Group; D000067074:Peer Influence; D010988:Play and Playthings; D012951:Socialization; D016896:Treatment Outcome; D014705:Verbal Behavior
keywords: Autism; Peer intervention; Social communication