Helping preschoolers with autism improve their social communication skills through peer interactions
Examining adaptive peer-mediated interventions for preschoolers with autism spectrum disorder and limited or no spoken language: A Sequential Multiple Assignment Randomized Trial
This study is looking at how working with peers can help preschool kids with autism who don’t speak much improve their social skills, using a fun program called Stay-Play-Talk that can be adjusted to fit each child's needs.
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 ID | NIH-11086159 on NIH RePORTER |
What this research studies
This research investigates how peer-mediated interventions can support preschool-age children with autism spectrum disorder (ASD) who have limited or no spoken language. Using a Sequential Multiple Assignment Randomized Trial (SMART) design, the study will evaluate different approaches to enhance social communication skills among these children. Participants will engage in a tailored Stay-Play-Talk intervention, which can be adapted based on their progress and needs. The goal is to create effective strategies that can be implemented by community-based early service providers to foster better peer interactions.
Who could benefit from this research
Good fit: Ideal candidates for this research are preschool-age children (ages 3 to 6) diagnosed with autism spectrum disorder and who have limited or no spoken language.
Not a fit: Children who are not diagnosed with autism spectrum disorder or who have adequate spoken language skills may not benefit from this research.
Why it matters
Potential benefit: If successful, this research could significantly improve social communication skills in preschoolers with autism, leading to better peer interactions and overall developmental outcomes.
How similar studies have performed: Previous research has shown positive outcomes from peer-mediated interventions for children with autism, indicating that this approach has potential for success.
Where this research is happening
Lawrence, United States
- University of Kansas Lawrence — Lawrence, United States (Active)
Researchers
- Principal investigator: Thiemann-Bourque, Kathy — University of Kansas Lawrence
- Study coordinator: Thiemann-Bourque, Kathy
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 below.