Exploring predictors of response to a peer-mediated communication intervention for minimally verbal preschoolers with ASD

探索患有自闭症谱系障碍 (ASD) 的学龄前儿童对同伴介导的沟通干预反应的预测因素

基本信息

  • 批准号:
    10304006
  • 负责人:
  • 金额:
    $ 18.73万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
  • 财政年份:
    2021
  • 资助国家:
    美国
  • 起止时间:
    2021-08-01 至 2023-05-31
  • 项目状态:
    已结题

项目摘要

PROJECT SUMMARY This R21 proposal will explore and examine individual child social variables that predict response to a peer-mediated intervention for preschoolers with autism spectrum disorder (ASD) and limited to no spoken communication. This subgroup of children with ASD present with a myriad of social and communication challenges that restrict participation in educational and social environments, and approximately 30% remain minimally verbal by the time they reach kindergarten. Peer-mediated interventions (PMIs) are a widely-used and evidence-based approach to teach social communication to young children with ASD. Recent reports have documented the benefits of incorporating augmentative and alternative communication (e.g., speech-generating devices) into PMIs to increase communication and social interactions with peers in inclusive setttings. Children's social competence with peers is considered a fundamental developmental process that contributes to later language, social-emotional development, and academic achievement. To date, we are not aware of studies identifying specific child variables that predict child response to PMIs. There is evidence of differences in social attention (i.e., visual attention/scanning of social stimuli) for children with ASD compared to typically-developing children. It is probable that among individuals with ASD, variability in performance on measures of social attention (i.e., visual attention to the face) and interest in peers (i.e., showing joint attention and imitation) may be important predictors of response to PMIs. Measuring proximal behaviors such as social attention and peer interest moves beyond prior efforts focusing on more global child variables (e.g., cognitive skills) and should allow for identifying those children who require tailoring of PMIs. The overall objective of this innovative study is to examine potential child variables that predict response to PMI for preschoolers with ASD (n=40) with limited to no spoken communication. Two peers without disabilities will be paired with each child with ASD (n=80 peers). All children will participate in a PMI developed and examined by the PI over a series of empirical studies. The specific aims are to: determine what social variables (i.e., social attention and peer interest) predict response to the PMI at 8 weeks post-treatment and in generalization probes, and to determine if variance in child communication gains, accounted for by the social variables, differs based on the pre-treatment measurement context (i.e., semi-structured peer assessment, naturalistic observations, and eye-tracking paradigms). The team is highly qualified to accomplish these aims as investigators have developed social interventions for children with ASD, created observational methods to assess child-peer communication, and have used eye-tracking technology to measure early attention and communication. Expected outcomes could have important clinical implications for optimizing PMIs (e.g., for children who have poor social attention and peer interest), and identifying stratification variables that could be incorporated into future intervention research for an understudied group of children with ASD.
项目总结

项目成果

期刊论文数量(0)
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Kathy Thiemann-Bourque其他文献

Kathy Thiemann-Bourque的其他文献

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{{ truncateString('Kathy Thiemann-Bourque', 18)}}的其他基金

Examining adaptive peer-mediated interventions for preschoolers with autism spectrum disorder and limited or no spoken language: A Sequential Multiple Assignment Randomized Trial
检查对患有自闭症谱系障碍且口语有限或没有口语的学龄前儿童的适应性同伴介导干预措施:序贯多重分配随机试验
  • 批准号:
    10491421
  • 财政年份:
    2022
  • 资助金额:
    $ 18.73万
  • 项目类别:
Exploring predictors of response to a peer-mediated communication intervention for minimally verbal preschoolers with ASD
探索患有自闭症谱系障碍 (ASD) 的学龄前儿童对同伴介导的沟通干预反应的预测因素
  • 批准号:
    10450192
  • 财政年份:
    2021
  • 资助金额:
    $ 18.73万
  • 项目类别:
Peer-Mediated AAC Intervention for Children with Autism: Effects on Communication
同伴介导的 AAC 对自闭症儿童的干预:对沟通的影响
  • 批准号:
    8672622
  • 财政年份:
    2013
  • 资助金额:
    $ 18.73万
  • 项目类别:
Peer-Mediated AAC Intervention for Children with Autism: Effects on Communication
同伴介导的 AAC 对自闭症儿童的干预:对沟通的影响
  • 批准号:
    8506018
  • 财政年份:
    2013
  • 资助金额:
    $ 18.73万
  • 项目类别:

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