Coaching Peer Partners to Communicate with Children with ASD using a Speech Generating Device

What is it about?

We combined a modified Stay-Play-Talk (SPT) peer training with a Go Talk4+ as a SGD device to determine effects on child and peer communication for three children with autism (ages 4;5 to 4;7 years) and three peers without disabilities (ages 4;5 to 4;6 years). The intervention ran for 10 weeks and included two additional strategies: (1) Get buddy’s attention, and (2) Hold and wait. Outcomes revealed a functional relationship between the start of the intervention and higher rates of communication for all three children with autism, and increased or more consistent ability to remain socially engaged. Larger effects were noted for changes in communication rates for all three peers. A closer analysis showed more balanced communication exchanges (i.e., similar rates of initiations and responses) between one children with ASD and his peer, and improved reciprocity for all three children primarily during cause-effect toys and/or snack settings.

Featured Image

Photo by Alexandr Podvalny on Unsplash

Photo by Alexandr Podvalny on Unsplash

Why is it important?

There is limited intervention research for preschool children with ASD and complex communication needs that includes peers without disabilities. Understanding how to best teach children to stay engaged and communicate during routine preschool social activities will provide opportunities for children to be more active participants in inclusive settings. Outcomes are important for early special education service providers working with young children with ASD and limited to no spoken communication.

Perspectives