Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes

Nirit Bauminger-Zviely, Dganit Eytan, Sagit Hoshmand, Ofira Rajwan Ben–Shlomo

Research output: Contribution to journalArticlepeer-review

Abstract

This RCT study examined efficacy of a preschool peer social intervention (PPSI) in facilitating social engagement of preschoolers with high-functioning ASD (HFASD; N = 65). HFASD participants were randomly assigned by preschool to a 6-month intervention (play, interaction, or conversation) or a waitlisted-treatment-as-usual control group. Trained on-site therapists led the PPSI in preschools, in small (n = 3–4) mixed (HFASD/typical) groups. Results showed that all intervention groups improved over time, each mainly in its own targeted peer-engagement domain, but the control group even deteriorated on some measures. Intervention groups also showed generalization to untrained domains (adaptive skills) and settings (play complexity during preschool activities). It is advised that individualized needs-based holistic peer intervention, comprising all three domains, should be part of early ASD intervention.

Original languageEnglish
Pages (from-to)844-863
Number of pages20
JournalJournal of Autism and Developmental Disorders
Volume50
Issue number3
Early online date27 Nov 2019
DOIs
StatePublished - 1 Mar 2020

Keywords

  • High-functioning children with autism spectrum disorders (HFASD)
  • Peer interaction
  • Peer talk and conversation
  • Social intervention
  • Social play

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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