TY - JOUR
T1 - A randomized controlled trial of a play-based, peer-mediated pragmatic language intervention for children with autism
AU - Parsons, Lauren
AU - Cordier, Reinie
AU - Munro, Natalie
AU - Joosten, Annette
PY - 2019/8
Y1 - 2019/8
N2 - Purpose: This randomized controlled trial evaluated the effectiveness of a play-based pragmatic language intervention for children with autism. Methods: A sample of 71 children with autism were randomized to an intervention-first group (n = 28 analyzed) or waitlist-first (n = 34 analyzed) group. Children attended 10, weekly clinic play-sessions with a typically developing peer, and parents mediated practice components at home. The Pragmatics Observational Measure (POM-2) and the Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention. Results: POM-2 gains were greatest for intervention-first participants (p = 0.031, d = 0.57). Treatment effects were maintained at 3-month follow-up (p < 0.001–0.05, d = 0.49–0.64). POM-2 scores were not significantly different in the clinic and home settings at follow-up. Conclusion: Findings support the combination of play, peer-mediation, video-feedback and parent training to enhance pragmatic language in children with autism.
AB - Purpose: This randomized controlled trial evaluated the effectiveness of a play-based pragmatic language intervention for children with autism. Methods: A sample of 71 children with autism were randomized to an intervention-first group (n = 28 analyzed) or waitlist-first (n = 34 analyzed) group. Children attended 10, weekly clinic play-sessions with a typically developing peer, and parents mediated practice components at home. The Pragmatics Observational Measure (POM-2) and the Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention. Results: POM-2 gains were greatest for intervention-first participants (p = 0.031, d = 0.57). Treatment effects were maintained at 3-month follow-up (p < 0.001–0.05, d = 0.49–0.64). POM-2 scores were not significantly different in the clinic and home settings at follow-up. Conclusion: Findings support the combination of play, peer-mediation, video-feedback and parent training to enhance pragmatic language in children with autism.
KW - Autism (ASD)
KW - Intervention development
KW - School-age
KW - Social communication
KW - Video-modeling
UR - http://www.scopus.com/inward/record.url?scp=85071925991&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2019.01960
DO - 10.3389/fpsyg.2019.01960
M3 - Article
AN - SCOPUS:85071925991
VL - 10
JO - Frontiers in Psychology
JF - Frontiers in Psychology
SN - 1664-1078
IS - AUG
M1 - 1960
ER -