Global Journal of Medical Research, A: Neurology & Nervous System, Volume 23 Issue 3

been targeted to be elicited by peers during the interaction. Ledbetter- Cho et al, 2015 3 boys with ASD and 3 siblings 4-6 y Multiple baseline designs across participants Effects of a script- training procedure on the peer-to- peer communication of 3 children with ASD during group play with peers. The results of this study replicate and extend previous research on the use of script training to improve the peer-to-peer communications of children with ASD. Participants rarely spoke to each other during the baseline, but with the introduction of scripts, each participant peer to peer communication improved. Lundblom., and Woods., 2012 4 girls with ASD 12 y Multiple baseline design Improving idiom comprehension Response to intervention provides a framework to implement a classroom intervention for all students to facilitate idiom understanding. Oppenheim- Leaf., 2012 3 boys with typically developed and their siblings with ASD 4-6 y A multiple probe design across skills replicated across participants Social play All three typically developing children learned the targeted skills during role-plays with a teacher and, to a large part, generalized the skills when they played with their brothers with autism. In addition, some children who learned these skills increased their positive interactions and decreased negative interactions during a free- play period with their sibling with autism. Parsons., Cordier., Munro., and Joosten., 2019 62 children with ASD and 62 peers 6-11 y Quantitative Methods Peer-mediated, play-based intervention A peer-mediated, play- based intervention was effective in improving pragmatic language performance in children with autism aged 6–11 years. Radley et all., 2017 3 boys with ASD and 2 peers 5 y Multiple probe design Effects of the Superheroes Social Skills program Participants with ASD demonstrated increases in the level and trend of target skill accuracy from baseline to intervention phases in the training set, with NAP (Nonoverlap of All Pairs) scores ranging from moderate to strong effects. Schmidt., and Stichter., 2012 3 boys with ASD and 2 boys, 1 girl peers 12-13 y Multiple treatments design (ABCDCD) Peer mediated intervention The results indicate that the addition of peer- mediated interventions enhanced generalized gains in social interaction beyond those of a 50 Year 2023 Global Journal of Medical Research Volume XXIII Issue III Version I ( D ) A © 2023 Global Journals Cooperative, Collaborative, and Related Strategies’ Effect on Learning in Children with Autism