Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study.
This study employed an A-B singled subject design to explore the extent to which a peer-mediated intervention supported a first-grade student with autism's usage both in purpose and frequency of a speech-generating device (SGD) during mathematics activities. The intervention involved teaching a peer without a disability to encourage the student with autism to use the SGD during partnered mathematics activities. Our analysis involved visual and descriptive examination of trends and patterns over time, and comparison of means between and within phases. We found during the course of this study that (1) the student with autism's level of overall communication, which included the relevancy of these communicative behaviors, increased; (2) the student with autism's level of spontaneous communication acts increased; and (3) the peer became more independent with supporting the student with autism's communication. Implications for future research and practice are provided.
['Tan|Paulo|P|', 'Alant|Erna|E|']
D000067877:Autism Spectrum Disorder D002648:Child D002652:Child Behavior D003143:Communication Aids for Disabled D004519:Education, Special D006801:Humans D008297:Male D008433:Mathematics D010379:Peer Group D066107:Social Skills D013334:Students D014743:Videotape Recording
peer-mediated autism mathematics alternative and augmentative communication speech generating device