This study evaluated the effectiveness of a peer‐mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer‐mediated interventions are an evidence‐based practice, but there is limited research on using peers outside of the target student's classroom and using them with severely impacted students. In this study, the research team trained third‐grade peers to work with preschoolers with ASD in one‐on‐one play sessions. JA, parallel play, and common focus play were increased during intervention, while solitary and unoccupied play were decreased. Social validity was high as reported by participants. This study provides promising data for increased inclusion of severely impacted students, with benefits for all students involved.

中文翻译：

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通过同伴介导的干预增加共同关注和社交活动：单例设计

这项研究使用多基线设计评估了自闭症谱系障碍（ASD）学生的同伴介导干预对联合注意（JA）和社交游戏技能的有效性。同伴介导的干预是基于证据的做法，但是在目标学生的课堂之外使用同伴并将其与受严重影响的学生一起使用的研究很少。在这项研究中，研究小组对三年级同龄人进行了培训，使其与具有ASD的学龄前儿童进行一对一的游戏。干预期间，JA，平行比赛和共同焦点比赛增加，而单独比赛和无人比赛减少。参与者报告的社会有效性很高。这项研究提供了令人鼓舞的数据，可以帮助更多地吸收受严重影响的学生，并使所有参与的学生受益。