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Semin Speech Lang 2006; 27(1): 032-046
DOI: 10.1055/s-2006-932437
Copyright © 2006 by Thieme Medical Publishers, Inc., 333 Seventh Avenue, New York, NY 10001, USA.

Peer Play Interventions To Support the Social Competence of Children with Autism Spectrum Disorders

Jo-Anne Prendeville1 , Patricia A. Prelock2 , Gregory Unwin3
  • 1Associate Professor, Department of Communication Sciences & Disorders, University of Cincinnati, Cincinnati, Ohio
  • 2Professor and Chair, Department of Communication Sciences University of Vermont, Burlington, Vermont
  • 3Early Intervention, United Cerebral Palsy, Camp Hill, Pennsylvania
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Publication History

Publication Date:
26 January 2006 (online)

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ABSTRACT

Children with autism spectrum disorders (ASD) have difficulty connecting with others because they often lack the communication, social interaction, and play skills necessary for developing relationships with their peers. This article highlights the characteristics of four peer intervention programs described in the literature that have been successful in facilitating the social connections between children with ASD and their typical peers. The environments established for intervention, the role of the typical peer, and the role of the adult are described across the four programs. A fifth peer intervention program is introduced that focuses on establishing peer connections in the home of the child with ASD while facilitating bids and responses for behavior regulation, social interaction, and joint attention in the child with ASD and his or her typical peer in the context of play. Implications for practice are provided as clinicians consider the role peer mediation has in intervention planning and implementation for children with ASD.

KEYWORDS

Intervention - autism spectrum disorders - peer mediation - children

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Jo-Anne PrendevilleEd.D. 

Department of Communication Sciences & Disorders, University of Cincinnati

3202 Eden Avenue, ML 0379, Cincinnati, OH 45267

Email: Joanne.prendeville@uc.edu

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