The ARI Lab- Autism Research and Intervention Laboratory

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Evidenced – Based Social Intervention Protocols

Evidenced – Based Social Intervention Protocols

Ecological Developmental School Based Peer Interaction Interventions for Various Autism Types

THREE EVIDENCED BASED PROTOCOLS 

1. PPSI- Preschool Peer Social Intervention for children under 6 years

Intervention to promote peer - play conversation and Interactions in preschoolers with ASD 

Publications

  • Bauminger-Zviely, N., Eytan, D., Hoshmand, S., & Rajwan Ben-Shlomo, O. (2021). Preschool peer social intervention (PPSI) in Autism Spectrum Disorder: Social communication growth via peer interaction, play, and conversation. Springer press. https://www.springer.com/gp/book/9783030790790#otherversion=9783030790806
  • Bauminger-Zviely, N., Eytan, D., Hoshmand., S., and  Rajwan, Ben – Shlomo, O. (2020). Preschool peer social intervention (PPSI): Study outcomes. Journal of Autism and Developmental Disorders, 50, 844-863. doi.org/10.1007/s10803-019-04316

PPSI Example

 

 

2. S-PSI: School-Based RCT Peer Social Intervention for Minimally Verbal Children with ASD (MVASD)

 Intervention to facilitate school-age children with MVASD's spontaneous interaction with peers.

Publications

  • Bauminger-Zviely, N., Samuel-Magal, K., Estrougo , Y., Friedlin, A., Heishrik, L., & Koren, D  & Bar-Yehuda, S.(2020).  Communicating without words: School based RCT social intervention in Minimally Verbal peer dyads with ASD. Journal of Clinical Child & Adolescent Psychology, 49(6), 837-853. doi:10.1080/15374416.2019.1660985.
  • Kedar, M., & Bauminger-Zviely, N. (2023). Predictors of individual differences in minimally verbal peer communication exchanges following peer-oriented social intervention. Autism Research, 16, 230–244.  https://doi.org/10.1002/aur.2852

School based for minimally verbal-Example

 

3. CBE- Cognitive-Behavioral-Ecological Intervention for school age children who are cognitively able

Multifaceted social intervention to enhance children's and adolescent's' socio-cognitive and socio-interactive capabilities 

Publications

  • Bauminger-Zviely, N. (2013). Social and academic abilities in high-functioning autism spectrum disorder. New York: Guilford press.            https://biu.primo.exlibrisgroup.com/permalink/972BIU_INST/1lk0vfa/alma9926566257705776
  • Bauminger-Zviely, N. (2013). CBT-E to facilitate social-emotional understanding and social interaction in high-functioning ASD. In, A. Scarpa., S. W. White., & T. Attwood (Eds.) Promising Cognitive Behavioral: Interventions for Children and Adolescents with High Functioning Autism Spectrum Disorders (pp. 226-255). New York: Guilford press.
  • Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention Outcomes. Journal of Autism Developmental Disorders, 32, 283–298. https://doi.org/10.1023/A:1016378718278
  • Bauminger, N. (2007). Individual social-multi-modal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1593-1604. https://doi.org/10.1007/s10803-006-0245-4
  • Bauminger, N. (2007). Group social-multimodal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1605-1615.  https://doi.org/10.1007/s10803-006-0246-3

CBE Example