Using peer-mediated instruction to support communication involving a student with autism during mathematics...

Area of Science:

• Applied Behavior Analysis
• Developmental Psychology
• Special Education Technology

Background:

• Students with autism spectrum disorder (ASD) often face communication challenges.
• Speech-generating devices (SGDs) can support communication for students with ASD.
• Peer-mediated interventions are effective in promoting social and communication skills.

Purpose of the Study:

• To investigate the impact of a peer-mediated intervention on the use of a speech-generating device (SGD) by a first-grade student with autism during mathematics activities.
• To assess changes in the frequency and purpose of SGD usage.
• To evaluate the peer's role in supporting the student's communication.

Main Methods:

• Employed an A-B single-subject design for intervention analysis.
• Trained a peer without a disability to facilitate SGD use by the student with autism.
• Utilized visual and descriptive analysis of trends and mean comparisons across study phases.

Main Results:

• The student with autism demonstrated increased overall communication, including relevant communicative behaviors.
• Spontaneous communication acts by the student with autism significantly increased.
• The peer facilitator showed increased independence in supporting the student's communication.

Conclusions:

• Peer-mediated interventions are effective in enhancing SGD use and communication for students with autism in academic settings.
• This approach fosters greater independence and communication for students with ASD.
• Findings support the integration of peer support and AAC technology in educational practices.