A randomised controlled trial of a computerised intervention for children with social communication difficulties to support peer collaboration |
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| Affiliation: | 1. Institute for Health Research, University of Bedfordshire, Putteridge Bury, Hitchin Road, Luton, Bedfordshire LU2 8LE, United Kingdom;2. Faculty of Education and Language Studies, Open University, Walton Hall, Milton Keynes MK7 6AA, United Kingdom;3. Child and Adolescent Mental Health Services, Beech Close Resource Centre, Beech Road, Dunstable, Bedfordshire LU6 3SD, United Kingdom;1. Department of Rehabilitation Sciences and Physiotherapy, Ghent University, Campus Heymans, Ghent University Hospital, 2B3, De Pintelaan 185, B-9000 Ghent, Belgium;2. Centre of Human Genetics, University Hospitals Leuven, & Department of Human Genetics, KU Leuven, Campus Gasthuisberg, Herestraat 49, B-3000 Leuven, Belgium;3. Department of Movement and Sports Sciences, Ghent University, Watersportlaan 2, B-9000 Ghent, Belgium;4. Department of Experimental Psychology, Ghent University, Henri Dunantlaan 2, B-9000 Ghent, Belgium;5. Center for Medical Genetics, Ghent University Hospital, De Pintelaan 185, B-9000 Ghent, Belgium;1. Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University, School of Medicine, 401 Quarry Road, Stanford, CA 94305, United States;2. Department of Radiology, Stanford University, School of Medicine, 300 Pasteur Drive, Stanford, CA 94305, United States;3. Department of Pediatrics, Stanford University, School of Medicine, 300 Pasteur Drive, Stanford CA 94305, United States;1. Department of Physical Therapy, Neuropediatrics Section, Federal University of São Carlos (UFSCar), Rod Washington Luis, km 235, 13565-905 São Carlos, SP, Brazil;2. Physical Therapy, Center of Biological and Health Sciences, Federal University of Mato Grosso do Sul (UFMS), Postal Box 549, 79070900 Campo Grande, MS, Brazil;1. Department of Health Sciences, Autonomous University of Ciudad Juarez, Anillo Envolvente del PRONAF y Estocolmo s/n, Ciudad Juárez 32310, Chihuahua, Mexico;2. School of Sciences of Physical Culture, Autonomous University of Chihuahua, Ciudad Juárez, Chihuahua, Mexico;3. Biomedicine Unit, School of Higher Studies Iztacala, National Autonomous University of México, Tlalnepantla, Mexico;1. Department of Physical Medicine and Rehabilitation, Ditmanson Medical Foundation Chia-Yi Christian Hospital, Chia-Yi, Taiwan;2. Department of Senior Citizen Service Management, Chia Nan University of Pharmacy & Science, Tainan, Taiwan;3. Department of Business Administration and Language Education Center, Chang Jung Christian University, Tainan, Taiwan;4. Department of Otolaryngology, National Cheng Kung University Hospital, Tainan, Taiwan;5. Department of Occupational and Environmental Medicine, National Cheng Kung University Hospital, Tainan, Taiwan;6. Department of Environmental and Occupational Health, National Cheng Kung University, Tainan, Taiwan;1. Cognitive Neuroscience Unit, School of Psychology, Deakin University, Melbourne, Victoria, Australia;2. Discipline of Psychology, Victoria University, Melbourne, Australia;3. College of Sport and Exercise Science & Institute of Sport Exercise and Active Living, Victoria University, Melbourne, Victoria, Australia |
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| Abstract: | An intervention aiming to support children with social communication difficulties was tested using a randomised controlled design. Children aged 5–6 years old (n = 32) were tested and selected for participation on the basis of their scores on the Test of Pragmatic Skills (TPS) and were then randomly assigned to the intervention arm or to the delayed intervention control group. Following previous research which suggested that computer technology may be particularly useful for this group of children, the intervention included a collaborative computer game which the children played with an adult. Subsequently, children's performance as they played the game with a classmate was observed. Micro-analytic observational methods were used to analyse the audio-recorded interaction of the children as they played. Pre- and post-intervention measures comprised the Test of Pragmatic Skills, children's performance on the computer game and verbal communication measures that the children used during the game.This evaluation of the intervention shows promise. At post-test, the children who had received the intervention, by comparison to the control group who had not, showed significant gains in their scores on the Test of Pragmatic Skills (p = .009, effect size r = −.42), a significant improvement in their performance on the computer game (p = .03, r = −.32) and significantly greater use of high-quality questioning during collaboration (p < .001, r = −.60). Furthermore, the children who received the intervention made significantly more positive statements about the game and about their partners (p = .02, r = −.34) suggesting that the intervention increased their confidence and enjoyment. |
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| Keywords: | Randomised controlled trial Social communication Pragmatic language Intervention Peer relations Peer collaboration |
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