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

This study explored the efficacy of a novel RCT-school-based peer intervention (S-PSI) to increase peer engagement in children with ASD who produce limited speech (MVASD). Preliminary results are positive, both intervention programs (collaboration-ICB and conversation-IC) increased social engagement in MVASD on multidimensional assessment measure and IC also improved-meta-cognitive skills