Article
Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study
Assistive Technology
(2018)
Abstract
This study employed an A-B singled subject design to explore the extent to which a peer-mediated intervention supported a first-grade student with autism’s usage both in purpose and frequency of a speech-generating device (SGD) during mathematics activities. The intervention involved teaching a peer without a disability to encourage the student with autism to use the SGD during partnered mathematics activities. Our analysis involved visual and descriptive examination of trends and patterns over time, and comparison of means between and within phases. We found during the course of this study that (1) the student with autism’s level of overall communication, which included the relevancy of these communicative behaviors, increased; (2) the student with autism’s level of spontaneous communication acts increased; and (3) the peer became more independent with supporting the student with autism’s communication. Implications for future research and practice are provided.
Keywords
- alternative and augmentative communication,
- autism,
- mathematics,
- peer-mediated,
- speech generating device
Disciplines
Publication Date
2018
DOI
10.1080/10400435.2016.1223209
Citation Information
Paolo Tan and Erna Alant. "Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study" Assistive Technology Vol. 30 Iss. 1 (2018) Available at: http://works.bepress.com/paolo-tan/10/