Examining adaptive peer-mediated interventions for preschoolers with ASD and limited or no spoken language: A sequential multiple assignment randomized trial

The main purpose of this study is to examine evidence-based peer intervention approaches for preschoolers with autism with limited or no spoken language. The peer-mediated intervention is an evidence-based preschool program called Stay-Play-Talk, that Dr. Bourque has developed and examined over the past 10 years. The intervention focuses on teaching peers without disabilities to be responsive social partners. Children with autism or limited language are taught to use an iPad with voice output app as a speech-generating device to communicate during structured play. Additionally, we will examine the effectiveness of adapting this peer-mediated peer interventions to meet the individual needs of children with autism who may respond at a different pace.  

Over the course of this study, we will be recruiting 60 preschoolers with autism in the KC metro area and up to 60 preschoolers at our collaborating research site, University of North Carolina. Two peer partners are recruited for each child with autism; and one special education team member will be trained as lead interventionist and implement the communication intervention Stay-Play-Talk. Potential benefits of school staff being trained in this intervention include learning effective strategies to enhance children’s social communication with peers, setting up engaging play routines, learning to use voice output apps for early communication, and understanding how to tailor social interventions to be optimally effective for young children. We believe the findings in this study will be important to inform early service providers and researchers how to tailor social communication interventions to be most effective for young children with limited language. Lastly, to ensure children with ASD have access to inclusive social and educational activities, it is critical to identify effective support needed to help those who may respond at a different pace. The grant is currently recruiting for the Fall 2023 group.