Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and post-intervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and post-intervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties.
Maich, K., Hall, C. L., van Rhijn, T. M., & Squires, K. (2018) Investigating Stay, Play, & Talk: A Peer-Mediated Social Skills Intervention for Young Children with Autism Spectrum Disorder and Other Social Challenges. Exceptionality Education International, 28, 82-104. Retrieved from https://ir.lib.uwo.ca/eei/vol28/iss2/5