Peer-mediated instructional package produces variable increases in the frequency of spontaneous and appropriate communication using a speech-generating device in two children with autism during social game routines

摘要

Designs A multiple-baseiine design across two participants that consisted of baseline and intervention with continuous acquisition probes for peers and for participants with autism. The peers and the two students with autism received the same sequence of conditions. Three typical classmates were assigned to each student with autism. Students with autism were allocated to the tiers of the multiple-baseline design in the descending order of their language and adaptive behavior skills. Specifically, the student with the highest leve of functional speech and the smallest amount of help and leisure skills received Ihe intervention first, and the student with the lowest level of functional speech and the most extensive level of assistance necessary to perform self-help and leisure skills received the intervention second.