Evidence map›Paper›PMID 31776882›Full record

ArticleJournal of autism and developmental disorders2020

Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes.

Nirit Bauminger-Zviely, Dganit Eytan, Sagit Hoshmand, Ofira Rajwan Ben-Shlomo

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Article in Journal of autism and developmental disorders, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
1.5field-weighted citation impact, top 18% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed, 27 citations in OpenAlex.

  1. Article
  2. Article
  3. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors at 1 institution in 1 country.

Nirit Bauminger-ZvielySchool of Education, Bar-Ilan University, 529002, Ramat Gan, Israel. nirit.bauminger@biu.ac.il.ORCID http://orcid.org/0000-0002-8153-3575
Dganit EytanSchool of Education, Bar-Ilan University, 529002, Ramat Gan, Israel.
Sagit HoshmandSchool of Education, Bar-Ilan University, 529002, Ramat Gan, Israel.
Ofira Rajwan Ben-ShlomoSchool of Education, Bar-Ilan University, 529002, Ramat Gan, Israel.
Bar-Ilan University · IL

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This RCT study examined efficacy of a preschool peer social intervention (PPSI) in facilitating social engagement of preschoolers with high-functioning ASD (HFASD; N = 65). HFASD participants were randomly assigned by preschool to a 6-month intervention (play, interaction, or conversation) or a waitlisted-treatment-as-usual control group. Trained on-site therapists led the PPSI in preschools, in small (n = 3-4) mixed (HFASD/typical) groups. Results showed that all intervention groups improved over time, each mainly in its own targeted peer-engagement domain, but the control group even deteriorated on some measures. Intervention groups also showed generalization to untrained domains (adaptive skills) and settings (play complexity during preschool activities). It is advised that individualized needs-based holistic peer intervention, comprising all three domains, should be part of early ASD intervention.

Indexed as

Social SkillsVerbal BehaviorAutism Spectrum DisorderBehavior TherapyChild, PreschoolEarly Intervention, EducationalFemaleHumansLanguageMalePeer GroupPlay and PlaythingsHigh-functioning children with autism spectrum disorders (HFASD)Peer interactionPeer talk and conversationSocial interventionSocial play

Identifiers

PMID31776882
OpenAlexW2990181311

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.