Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention...

Area of Science:

• Early childhood intervention research
• Developmental psychology
• Special education

Background:

• Qualitative engagement with diverse stakeholders is crucial for developing feasible interventions.
• Intervention design requires understanding real-world implementation challenges.

Purpose of the Study:

• To inform the development of an educator-led peer-mediated intervention (PMI) for autistic preschoolers with minimal speech.
• To ensure the feasibility of implementing the PMI in inclusive early childhood education and care (ECEC) settings.

Main Methods:

• A qualitative iterative intervention design process was used.
• Stakeholders participated in workshops and document reviews.
• The Theoretical Domains Framework and template analysis identified implementation barriers and enablers.

Main Results:

• The embedded PMI was unanimously acceptable to stakeholders.
• Feasibility concerns were raised regarding skills, knowledge, and resources.
• Key themes for successful implementation included building on familiarity, enhancing augmentative and alternative communication (AAC) capacity, adopting a whole-center approach, adapting to ECEC needs, and proactive implementation.

Conclusions:

• Addressing implementation barriers for embedded PMI requires multi-level action (macro, meso, micro).
• Strategies identified aim to enhance feasibility and support successful integration into ECEC settings.