Effects of Peer Support Interventions on the Communication of Preschoolers with Autism Spectrum Disorder: A Systematic Review
Seminars in Speech and Language
Chapin, S., McNaughton, D., et al. (2018).
Seminars in Speech and Language, 39(5), 443-457.
This meta-analysis investigates the effects of peer support interventions on the communication skills of preschool-aged children on the autism spectrum.
National Institute on Disability, Independent Living, and Rehabilitation Research
1986-2015
Single-case experimental design studies
18
Large effect sizes for communication were noted for studies that used intervention materials considered to be of high interest to the child with [autism spectrum disorder] ASD (ES = 0.72), as opposed to moderate overall effect size (ES = 0.56) for studies incorporating materials based on classroom routine.
"This review provides evidence that interventions focused on teaching peers to support the communication of young children with [autism spectrum disorder] ASD can result in positive changes in the social communication behaviors of children with ASD. Although there was variability in effect sizes across participants, the average [improvement rate difference] (IRD) score (IRD = 0.72) falls within the large overall effect size designation" (Discussion Section).
"In this review, those studies that did include [augmentative and alternative communication] AAC systems within instruction and intervention measures yielded a very high overall level of effect [improvement rate difference = 0.90] on the communication outcomes of the children with [autism spectrum disorder] ASD" (Discussion Section).
The improvement rate difference (IRD) effect size on communication skills was greater for studies that incorporated friendship and ability awareness groups (IRD = 0.79) compared to those that did not (IRD = 0.68).
"A high overall level of effect [improvement rate difference = 0.72] was observed when adults provided prompting support to peers during intervention measures" (Discussion Section).
"The results of this investigation contribute to the growing evidence that peers ... can be effective communication partners for children with [autism spectrum disorder] ASD. It is especially positive to note the gains for children with ASD during interactions in which the peers acted as natural play partners, rather than as instructors, during typical [early childhood] activities (e.g., manipulative play, dramatic play)" (Conclusion Section).
