Autism and Other Developmental Disabilities

The Peer Interventions for Preschoolers with Autism (PIPA) study examines evidence-based peer intervention approaches for autistic preschoolers with limited or no spoken language. The intervention focuses on teaching neurotypical peers to be responsive social partners and incorporates an iPad as a speech-generating device. We will examine the effectiveness of adapting peer-mediated social communication interventions to meet the individual needs of autistic children who may respond at a different pace. This 5-year NIH-NIDCD is a multi-site study collaborating with the University of North Carolina. Participants are recruited from preschools in the KC metro area and central North Carolina region.

Autistic preschoolers with limited or no speech have shown marked improvements in social communication following interventions that provide an iPad with voice output app as a speech-generating device (SGD) and responsive peer partners. Studies on treatment response to early interventions report contradictory findings due to a lack of analysis of individual behavioral predictors. Dr. Bourque recently presented data on at the annual American Speech and Hearing Association’s held in Seattle on December 5-8th, 2024. Outcomes showed that some child variables predicted their response to SGD treatment, such as pre-treatment receptive and expressive language skills These results have important implications for tailoring intervention approaches for autistic preschoolers with complex communication needs. Improvements in spontaneous peer-directed communication across preschool settings that varied in social expectations (e.g., structured play, free play, and snack) were discussed.