Effects of Peer Training and Written Text Cueing on Social Communication of School-Age Children With Pervasive Developmental Disorder This study consecutively examined the effects of 2 social interventions—peer training and written text treatment—on the social communication of 5 elementary students with pervasive developmental disorder. Each child with autism was paired with 2 peers without disabilities to form 5 triads. In Intervention 1 (peer training), peers were taught to ... Research Article
Research Article  |   February 01, 2004
Effects of Peer Training and Written Text Cueing on Social Communication of School-Age Children With Pervasive Developmental Disorder
 
Author Affiliations & Notes
  • Kathy S. Thiemann
    Juniper Gardens Children's Project, University of Kansas, Kansas City
  • Howard Goldstein
    Florida State University, Tallahassee
  • Contact author: Kathy S. Thiemann, PhD, Juniper Gardens Children’s Project, 650 Minnesota Ave, 2nd Floor, Kansas City, KS 66101-2800. E-mail: thiemann@ku.edu
Article Information
Special Populations / Autism Spectrum / School-Based Settings / Language Disorders / Social Communication & Pragmatics Disorders / Language / Research Articles
Research Article   |   February 01, 2004
Effects of Peer Training and Written Text Cueing on Social Communication of School-Age Children With Pervasive Developmental Disorder
Journal of Speech, Language, and Hearing Research, February 2004, Vol. 47, 126-144. doi:10.1044/1092-4388(2004/012)
History: Received April 9, 2003 , Accepted May 13, 2003
 
Journal of Speech, Language, and Hearing Research, February 2004, Vol. 47, 126-144. doi:10.1044/1092-4388(2004/012)
History: Received April 9, 2003; Accepted May 13, 2003
Web of Science® Times Cited: 52

This study consecutively examined the effects of 2 social interventions—peer training and written text treatment—on the social communication of 5 elementary students with pervasive developmental disorder. Each child with autism was paired with 2 peers without disabilities to form 5 triads. In Intervention 1 (peer training), peers were taught to use 5 facilitative social skills over 5 days. After peer training, 4 children with autism increased or used more stable rates of initiations and contingent responses overall. However, all children continued to demonstrate deficits in specific social-communication skills. Once Intervention 2 (direct instruction using written text cues) was implemented, increased use of 3 different communication skills was observed across all 5 participants. In addition, social validity outcomes revealed improved quality of child-peer interactions, 2 teacher reports of improved social skill development, and improved acceptance and friendship ratings for the children with autism. Results support the use of written text cues to improve children's social communication with peers, and suggest that combining approaches may be necessary to improve the quality of children's relationships.

Acknowledgments
The authors wish to thank the parents and children from Leon County schools who participated in this study, and their teachers who provided support. Also, thanks to Jennifer Planchard and Jennifer Erd, who helped make this project a success.
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