Stakeholder Perceptions of the Acceptability of Peer-Mediated Intervention for Minimally Speaking Preschoolers on the Autism Spectrum.
Michelle O'Donoghue, Norelee Kennedy, John Forbes and 1 others
PMID 36859610WHAT IT FOUND
Autistic adults, parents, educators and speech and language pathologists saw peer-mediated support for minimally speaking autistic preschoolers as acceptable if it becomes everyday preschool practice, not a singled-out activity.
They did not test whether it works.
Key findings
01All stakeholder groups expressed openness to using peer-mediated approaches in preschool settings to support minimally speaking autistic children.
02Participants described peer-mediated intervention as acceptable when it becomes part of the preschool ethos and everyday interactions, rather than a separate intervention that singles the child out.
03They said implementation requires staff training and an individualized approach adapted to each child.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The sample was 19 participants, just short of the provisional range of 20 to 60, and the authors make no claims that it is representative. None of the participants had taken part in peer-mediated intervention, so the findings describe anticipated acceptability rather than experience of it. Only one of the three autistic adults had been minimally speaking. The early childhood educators were all highly experienced, so less experienced educators may have different views. The interviewer was known to six participants, which may have influenced responses. The study did not include the views of preschool children. COVID-19 restrictions changed planned parent focus groups to online interviews and reduced parent numbers to 4 and 2. The paper reports stakeholder perceptions, not measured child outcomes.
Declared interests
The study was funded by the University of Limerick. No other conflicts of interest are reported in the supplied text.
The easy way to misread this
Do not read stakeholder acceptability as evidence that peer-mediated intervention improves communication, inclusion or peer relationships. No child outcomes are reported in the supplied text, and none of the participants had experienced peer-mediated intervention.