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

school-based social competence intervention. Sreckovic., Hume and Able., 2017 3 boys with ASD and 9 th – 11 th grade 14 peers Multiple baseline designs across participants Peer network intervention Results indicate peer networks are effective at increasing social interactions of secondary students with ASD and provide preliminary support for the use of peer networks to reduce rates of bullying victimization. Trottier, N., Kamp, L., and Mirenda, P., 2011 2 boys with ASD and 6 peers 11 y Multiple Baseline Design Peer-mediated intervention designed to teach two students with ASD to use speech- generating devices (SGDs) to engage in interactions with peers in a social context at school. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Zhang et al., 2022 110 children with ASD and 16 peers 4-12 y Single-blind and parallel-controlled design Peer-mediated intervention on social skills PMI therapy can increase social motivation in children with mild to moderate ASD, minimize undesirable behaviour patterns, effectively improve overall social skills and enhance effective social communication with others. A total of 241 autistic persons participated in these investigations, according to an overall analysis of the trials. Examining the participants' gender characteristics reveals that 47 of them are male and 15 are female. Furthermore, the gender of 179 people with autism was not identified. There are 15 boys and 15 girls among children with typical development. The 134 students' genders were not identified. This group, along with their peers, constituted the 375 participants in the study. The age range spans from 4 to 18. When the methods of the studies are examined, it is noticeable that most of them are carried out with a single-subject design. Seven of them used multiple baselines (Banda., et al., 2010; Ganz., et al., 2012; Hochman., et al., 2015; Ledbetter-Cho., et al., 2015; Lundblom., & Woods, 2012; Sreckovic., et al.,2017; Trottier., et al., 2011), three of them used multiple probes (Krebs., et al.,2010; Oppenheim-Leaf., et al., 2012; Radley et al., 2017) and three of them used withdrawal design (Berman, 2019; Gardner et al., 2014; Schmidt., & Sticher, 2012). The other two studies used quasi-experimental designs (Collect-Klingenberg, et al., 2012; Corbett., et al., 2013), and one study used quantitative methods (Parsons., et al., 2019). The other one study used qualitative methods (Fan et al., 2021), and yet another used clinical trials (Zhang et al., 2022). When we examine the type of intervention the studies used one would see that most used social skills and social instruction (Banda., et al., 2010; Berman, 2019; Corbett., et al., 2013; Fan et al., 2021; Ganz et al., 2012; Krebs., et al., 2010; Ledbetter-Cho., et al., 2015; Oppenheim-Leaf., et al., 2012; Parsons., et al., 2019; Radley et al., 2017; Schmidt., & Sticher, 2012; Trottier., et al., 2011; Zang et al., 2022). Only a few of them used peer networks (Becevic et al., 2021; Gardner et al., 2014; Hochman et al., 2015; Sreckovic., et al., 2017). c) Review of Strategy 3: Social Skills Training Individuals with autism spectrum disorders (ASD) have recently received a lot of attention both within and outside the PBS (Positive Behaviour Support) community (Vincent et al., 2022). Because social interaction is a common problem for people on the spectrum, many social skills interventions have been designed to try to improve the social aspects of their 51 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