Adaptive peer-supported play to boost social skills for preschoolers with autism who are minimally verbal
Official title: Examining adaptive peer-mediated interventions for preschoolers with autism spectrum disorder and limited or no spoken language: A Sequential Multiple Assignment Randomized Trial
Funded at University of Kansas Lawrence · NIH-11324960 · Data updated 2026-11-12
A research study is testing different friendly, peer-led play strategies to help 3–6 year-olds with autism improve how they talk and interact with peers.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of Kansas Lawrence NIH-funded |
| Lab location | 1 site (Lawrence, United States) |
| Project start | September 1, 2022 |
| Project end | May 31, 2027 |
| Funding year | 2026 |
| Award (this year) | $510,120 |
| NIH project number | 5R01DC020418-05 |
| Project ID | NIH-11324960 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates are children aged 3–6 with autism spectrum disorder and limited or no spoken language, and who can participate in small-group peer activities.
✕Less likely to help
Children without developmental challenges or those who cannot participate in peer-mediated activities may not benefit from these specific interventions.
What this research studies
This project uses a SMART design to test a sequence of peer-mediated interventions for preschool children with autism who have limited or no spoken language. All kids will receive an adapted Stay-Play-Talk program, with variations decided based on each child’s progress, to identify the most effective approach in typical community settings. The study is designed to be feasible for early intervention providers to implement in real-world contexts. Results could guide how educators and clinicians tailor peer interactions to support communication and social skills.
Why it matters
Potential benefit: If successful, the interventions could improve social communication for minimally verbal preschoolers and support more inclusive classroom participation.
How similar studies have gone: Prior evidence supports peer-mediated approaches for improving social skills in children with ASD, and this SMART design adapts strategies based on individual progress.
Where this research is happening
-
University of Kansas Lawrence
Lawrence, United States Active
Researchers
- Principal investigator: Thiemann-Bourque, Kathy — University of Kansas Lawrence
- Study coordinator: Thiemann-Bourque, Kathy
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About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.