Peer-Mediated Interventions to Promote Social Communication of Elementary School-Aged Children with Autism: A Systematic Review

Abstract

Aim: Although the link between autism and poor social skills is well documented, there is little consensus in terms of the effectiveness of strategies to promote peer interactions. This review systematically analyzed peer-mediated interventions that targeted communication in a school context with particular emphasis on AAC. The purpose of this review was to examine the specific communication outcomes targeted, determine methodological quality based on current CEC standards, and determine the effectiveness of peer-mediated interventions for elementary school aged children with ASD in a school context. Method: Of the 32 studies identified, 14 studies that met the predetermined inclusion criteria, including four that included AAC users, were summarized in terms of (1) description of participants, (2) peers implementing intervention, (3) peer training procedures, (4) dependent variable(s), (5) methodological design, (6) intervention procedures, and (7) results. Studies were then coded as either conclusive or inconclusive evidence dependent upon methodological quality. Results: The most frequently assessed dependent variables were specific communication acts such as getting attention, initiating conversation, responding, requesting, and turn taking. Negative social behavior such as inappropriately getting attention, perseverative speech, and echolalia among others were also included frequently. The majority of studies reported positive outcomes and 78% met the quality standards to be considered as conclusive evidence. Conclusion: Overall, peer-mediated interventions show significant promise for teaching social skills to individuals with autism, however more studies investigating long term outcomes, measurement of treatment fidelity, and on the effectiveness with AAC users are needed.