Studies suggest that peer training outperforms traditional autism interventions. As research continues to surface in news reports and other media, more information becomes available to parents and teachers. Primary caregivers can utilize these techniques on a daily basis.
Interventions that focus on the child in a less clinical setting are showing positive benefits to them. They are adapting with peers. Social interaction is happening on a more frequent basis when this non traditional method is used. Experts from universities suggest that adult-led intervention is still a reliable form of skill training. Changing the environment and approach has helped them form better connections with friends through peer training. This has been conducted in the classroom and on the playground.
Advanced training materials are being used for teachers to help in the intervention process that outlines clear goals in the program. Small steps made each day such as having lunch near a buddy is one example of peer intervention. It clearly demonstrates a set time each day to perform a new task with the inclusion of another student who understands the situation.
Comparisons are being studied by professionals who want to discover more about “peer-modeling”. Group interaction still appears to be a challenging task in some cases. There are new supportive tests that are engaging children with autism each day. The most positive results are happening when one child helps another to reach a specific goal. Child-focused interventions coupled with the practices of peer-mediated intervention are showing signs of progress.
There is a broad spectrum of skills that are uncovered through expert research. As each new skill is acquired, and change occurs, a new one can be focused on. In the different phases of peer training, a different friend helps the child with ASD perform a new activity. This includes transition and movement around the school. These same modules are taught at home if siblings live with the child.
Some research is suggesting that there are many positive outcomes from this type of intervention. Measures are being taken to raise peer awareness since so much time during the day is spent in group settings.
National journals and medical experts are constantly defining ways to help children who have autism interact better with their peers. Education and training in schools and at home help others to understand sensory issues and other common reactions in the child. There are many resources available to explore. Studies continue so that educators and parents can learn ways to improve the quality of life for each individual pupil.