Effects of peer network intervention through peer-led play on Basic Social Communication Skills of children with Autism Spectrum Disorder in Inclusive Classroom

This study evaluated whether a play-based, teacher-facilitated peer network intervention could improve basic social communication skills of children with autism spectrum disorder (ASD). The study was conducted in a regular classroom, using the principles of peer mediation and an integrated playgroup model. A single-subject multiple baseline design across three participants with ASD and Tau-U were used to determine the size of the effect. The results indicated that basic social communication skills of all three target participants significantly improved from the baseline condition in all three aspects measured: the duration of social interaction, social initiations, and responses to their peers. In the maintenance condition, three target participants retained increased social communication skills yet at lower levels than during the intervention condition. Overall, the results suggested that the intervention package was effective at improving the social abilities of children with ASD and applicable in classrooms. Practices, implications, and recommendations for future research are discussed.