Preschool Peer Social Intervention in Autism Spectrum Disorder: Social Communication Growth via Peer Play Conversation and Interaction (Social Interaction in Learning and Development)

✍ Scribed by Nirit Bauminger-Zviely, Dganit Eytan, Sagit Hoshmand, Ofira Rajwan Ben–Shlomo

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 267
• Category: Library

✦ Synopsis

This book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation.

The book outlines the PPSI’s transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child’s natural social environment, such as preschool, and it includes the child’s social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains.

Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children’s immediate social experience with peers, but also their future social competence that relies on these early building blocks.

✦ Table of Contents

Preface
Acknowledgements
Contents
About the Authors
Conceptual Basis for the PPSI: Typical and Atypical Peer Relations and Interventions
1 Early Peer Relations in Typical Development
Why Look First at Typical Development?
The Importance of Peer Relations During the Preschool Years
Development and Characteristics of Peer Relations in Typical Development
Peer Interaction
Social Play and Social Pretend Play
Social Conversation and Peer Talk
Conclusions
References
2 Specific Challenges in Peer Relations for Young Children with ASD
Social Participation in ASD
Social Interaction in ASD
Social and Social Pretend Play in ASD
Peer Talk in ASD
Conclusions
References
3 Research on Interventions Promoting Social Interaction, Play, and Conversation in Preschoolers with ASD
What Can We Learn from Prior Peer Interventions?
Research on “Social Interaction” Interventions in Preschoolers with ASD
Research on “Social Play and Social Pretend Play” Interventions in Preschoolers with ASD
Research on “Social Conversation” Interventions in Preschoolers with ASD
Conclusions
References
Principles, Techniques, and Contents of the PPSI Protocol: Interaction, Play, and Conversation Interventions
4 Conceptual Basis, Principles, and Rationales for the PPSI
The Conceptual Basis Underlying the PPSI
Ecological Naturalistic Setting
CBT-Based Psychoeducational Model
Developmentally Appropriate Contents and Activities
Two-Stage Integrative Structure: Skill Acquisition via Adult Mediation (Conceptual Learning Stage) and Skill Practice with Peers (Experiencing and Performing Stage)
Skill Acquisition (Learning) Stage
Skill Practice (Experiencing and Performing) Stage
Emphasis on Peer-Peer Modeling
Adult Mediation
Mobilization of the Visual Strengths of Children with ASD to Support Social Learning
Holistic Model Configured as Three Content Areas to Foster Professional Expertise, Skill Assessment, and Intervention Personalization
Conclusions
References
5 The PPSI Peer Social Interaction Protocol
Introduction to the “Social Interaction” Curriculum
Outline for “Social Interaction” Protocol.
Full “Social Interaction” Intervention Protocol
6 The PPSI Social Play and Social Pretend Play Protocol
Introduction to the “Social Play and Social Pretend Play” Curriculum
Outline for “Social Play and Social Pretend Play” Protocol
Full “Social Play and Social Pretend Play” Intervention Protocol
7 The PPSI Peer Social Conversation Protocol
PPSI Empirical Basis and Psychoeducational Implications
8 The PPSI’s Planning, Development, and Empirical Evaluation
How Did We Develop and Empirically Test the PPSI?
Stage 1: Extensive Literature Review
Stage 2: Survey of Active Practitioners
Stage 3: Protocol’s Initial Design Stage
Stage 4: Protocol’s Formative Evaluation Through Pilot Study and Focus Groups
Stage 5: Full Protocol’s Empirical RCT Evaluation
Study Aims
Intervention Setting and Structure
Multi-Method Assessment of Intervention Efficacy
Study Results
Discussion of Empirical RCT Findings
Stage 6: Evaluation of PPSI’s Social Validity and Social Impact
Conclusions
References
9 Implementation of the PPSI in Psychoeducational Settings
How Can We Begin to Implement the PPSI Protocol in Our Educational Setting?
Intervention Facilitators’ Recruitment and PPSI Training
Evaluation Procedures to Assess the Child’s Social-Communicative Functioning Profile Related to Peer Engagement
Evaluation of Peer-Interaction Behaviors
Evaluation of Social Play and Social Pretend Play Behaviors
Evaluation of Social Conversational Behavior
Constructing the Child’s Social-Communication Profile for Interaction, Play, and Conversation
How Do We Adapt the PPSI Program to Fit the Specific Child’s Needs?
Adaptations for the Child with a Low-Level Social Profile
Adaptations for the Child with an Intermediate-Level Social Profile
Adaptations for the Child with a High-Level Social Profile
Setting Explicit Social Intervention Goals for the Personalized PPSI Protocol Constructed to Fit the Child’s Social Profile
PPSI Setting, Structure, and Peer Characteristics
Ongoing Evaluation During and After Intervention
Diffusion of the PPSI Intervention into the Child’s Educational and Home Settings
Conclusions
Final Words
References
Appendix
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Supplementary Visual Aids for PPSI Protocol
498041_1_En_BookFrontmatter_OnlinePDF.pdf
Preface
Acknowledgements
Contents
About the Authors