Preschool Peer Social Intervention in Autism Spectrum Disorder: Social Communication Growth via Peer Play Conversation and Interaction (Social Interaction in Learning and Development)

Preface
Acknowledgements
Contents
About the Authors
Conceptual Basis for the PPSI: Typical and Atypical Peer Relations and Interventions
1 Early Peer Relations in Typical Development
	Why Look First at Typical Development?
	The Importance of Peer Relations During the Preschool Years
	Development and Characteristics of Peer Relations in Typical Development
		Peer Interaction
		Social Play and Social Pretend Play
		Social Conversation and Peer Talk
	Conclusions
	References
2 Specific Challenges in Peer Relations for Young Children with ASD
	Social Participation in ASD
	Social Interaction in ASD
	Social and Social Pretend Play in ASD
	Peer Talk in ASD
	Conclusions
	References
3 Research on Interventions Promoting Social Interaction, Play, and Conversation in Preschoolers with ASD
	What Can We Learn from Prior Peer Interventions?
	Research on “Social Interaction” Interventions in Preschoolers with ASD
	Research on “Social Play and Social Pretend Play” Interventions in Preschoolers with ASD
	Research on “Social Conversation” Interventions in Preschoolers with ASD
	Conclusions
	References
Principles, Techniques, and Contents of the PPSI Protocol: Interaction, Play, and Conversation Interventions
4 Conceptual Basis, Principles, and Rationales for the PPSI
	The Conceptual Basis Underlying the PPSI
	Ecological Naturalistic Setting
	CBT-Based Psychoeducational Model
	Developmentally Appropriate Contents and Activities
	Two-Stage Integrative Structure: Skill Acquisition via Adult Mediation (Conceptual Learning Stage) and Skill Practice with Peers (Experiencing and Performing Stage)
		Skill Acquisition (Learning) Stage
		Skill Practice (Experiencing and Performing) Stage
	Emphasis on Peer-Peer Modeling
	Adult Mediation
	Mobilization of the Visual Strengths of Children with ASD to Support Social Learning
	Holistic Model Configured as Three Content Areas to Foster Professional Expertise, Skill Assessment, and Intervention Personalization
	Conclusions
	References
5 The PPSI Peer Social Interaction Protocol
	Introduction to the “Social Interaction” Curriculum
	Outline for “Social Interaction” Protocol.
	Full “Social Interaction” Intervention Protocol
6 The PPSI Social Play and Social Pretend Play Protocol
	Introduction to the “Social Play and Social Pretend Play” Curriculum
	Outline for “Social Play and Social Pretend Play” Protocol
	Full “Social Play and Social Pretend Play” Intervention Protocol
7 The PPSI Peer Social Conversation Protocol
PPSI Empirical Basis and Psychoeducational Implications
8 The PPSI’s Planning, Development, and Empirical Evaluation
	How Did We Develop and Empirically Test the PPSI?
	Stage 1: Extensive Literature Review
	Stage 2: Survey of Active Practitioners
	Stage 3: Protocol’s Initial Design Stage
	Stage 4: Protocol’s Formative Evaluation Through Pilot Study and Focus Groups
	Stage 5: Full Protocol’s Empirical RCT Evaluation
		Study Aims
		Intervention Setting and Structure
		Multi-Method Assessment of Intervention Efficacy
		Study Results
		Discussion of Empirical RCT Findings
	Stage 6: Evaluation of PPSI’s Social Validity and Social Impact
	Conclusions
	References
9 Implementation of the PPSI in Psychoeducational Settings
	How Can We Begin to Implement the PPSI Protocol in Our Educational Setting?
	Intervention Facilitators’ Recruitment and PPSI Training
	Evaluation Procedures to Assess the Child’s Social-Communicative Functioning Profile Related to Peer Engagement
		Evaluation of Peer-Interaction Behaviors
		Evaluation of Social Play and Social Pretend Play Behaviors
		Evaluation of Social Conversational Behavior
	Constructing the Child’s Social-Communication Profile for Interaction, Play, and Conversation
	How Do We Adapt the PPSI Program to Fit the Specific Child’s Needs?
		Adaptations for the Child with a Low-Level Social Profile
		Adaptations for the Child with an Intermediate-Level Social Profile
		Adaptations for the Child with a High-Level Social Profile
	Setting Explicit Social Intervention Goals for the Personalized PPSI Protocol Constructed to Fit the Child’s Social Profile
	PPSI Setting, Structure, and Peer Characteristics
	Ongoing Evaluation During and After Intervention
	Diffusion of the PPSI Intervention into the Child’s Educational and Home Settings
	Conclusions
	Final Words
	References
Appendix
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		Supplementary Visual Aids for PPSI Protocol
498041_1_En_BookFrontmatter_OnlinePDF.pdf
	Preface
	Acknowledgements
	Contents
	About the Authors