8 pubs · 63 cites · h-index 2
<ns4:p>Background Without intervention and support, autistic children may have limited interactions with their peers in inclusive preschool settings, thus restricting the potential of this environment to support children’s learning and social development. Peer-mediated interventions (PMIs) include a variety of approaches which aim to support non-autistic and autistic children to interact with each other. Children have contributed little to the design and development of PMIs. This study aims to provide a qualitative, child-centred, description of the implementation of PMI, according to non-autistic preschool children. Methods Focus groups will be conducted with a convenient sample of preschool children recruited from a local preschool. Talk- and art-based activities will be used to generate discussion around a series of vignettes. Focus groups will be video, and audio recorded and transcribed and analysed using a reflexive approach to thematic analysis. Ethics and Dissemination Ethical approval has been granted by the Faculty of Education and Health Sciences University of Limerick, Research Ethics Committee (2024_04_05_EHS). Findings will be disseminated through journal publication and through distribution of lay summaries and an infographic.</ns4:p>
Purpose: Qualitative engagement with stakeholders in the development of interventions can provide insight into strategies to maximize feasibility in real-life settings. We engaged stakeholders (autistic adults, early childhood educators, early childhood sector leaders and policy influencers, parents of autistic children, and speech-language pathologists) to inform the development of an educator-led peer-mediated intervention (PMI) for autistic preschoolers who use minimal speech that is feasible to implement in inclusive early childhood education and care (ECEC) settings. Method: A qualitative iterative intervention design process was utilized. Stakeholders ( N = 15) attended an online workshop and completed a document review exploring the acceptability and feasibility of the proposed embedded PMI. A two-step analysis procedure using the Theoretical Domains Framework and template analysis was conducted to identify the barriers, enablers, and supports to the implementation of embedded PMI in early childhood settings. Results: While embedded PMI was unanimously acceptable to stakeholders, several participants expressed concerns regarding feasibility. Barriers to the successful integration and implementation of PMI in inclusive preschool contexts included access to skills, knowledge, and resources. Participants identified strategies to overcome modifiable barriers and to enhance the existing enablers. These strategies are reflected in the following themes: build on the familiar, build capacity in augmentative and alternative communication, adopt a whole center approach, adapt to meet the needs of the ECEC setting, and engage in proactive implementation. Conclusion: To address barriers to the implementation of embedded PMI, action is needed at various levels: macro (national/policy), meso (organization/setting), and micro (individual). Supplemental Material: https://doi.org/10.23641/asha.25155770
Peer mediated intervention (PMI) is an evidence-based approach to supporting social and communication development for children on the autism spectrum. For PMI to be integrated into everyday practice, it needs to be acceptable to stakeholders. This article engaged with autistic individuals, early childhood educators, parents, and speech and language pathologists on the prospective acceptability of implementing PMI with minimally speaking preschoolers in inclusive preschool settings. Focus groups and semi-structured interviews were conducted. The transcriptions were analyzed qualitatively using reflexive thematic analysis. Stakeholders described PMI as an acceptable intervention approach for this population and provided valuable insights to inform the development and implementation of PMIs. Attention needs to be paid to how to support preschools to adopt a PMI-friendly philosophy.
In line with the 3P theoretical framework, IPP would benefit from explicit connections with educational and change management theories during presage stage IPP requires coordinated leadership and resource investment, and during product stage clear integration of interprofessional learning outcomes in curricula is advised. Addressing the identified challenges across the stages of IPP will support further development of IPP, firmly establishing this approach within placement culture. IPP can them make a significant contribution to the development of a collaborative practice-ready workforce. This in turn will enhance service user outcomes and safety.