Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers.

Collier et al. (1986) worked with three preschoolers who had language delays. The kids were in a classroom with typical peers.

The researchers taught the typical peers to give simple prompts like "Ask me to play." They measured how often the language-delayed children talked or gestured during free play.

When peers prompted, all three children with language delays started more conversations. After the prompts stopped, the higher talking rates stayed up.

In short: peer nudges worked and the gains stuck.

Fingeret et al. (1985) tried a similar idea one year earlier. They added teacher prompts and small prizes. Their gains faded when the teacher stopped cueing, while H et al. kept gains without extra help.

Laermans et al. (2025) later bundled peer prompts into a teacher-run "Stay Play Talk" package for autistic preschoolers. Their package also kept gains, showing the field moved from simple peer prompts to full teacher-friendly kits.

Strain et al. (1977) first showed that peer initiations help withdrawn kids. H et al. narrowed the focus to communication and proved the effect lasts after you pull the prompts.

You can teach classmates to give quick communication prompts during play. The child with delays talks more, and you do not need to keep prompting forever. Try it at centers or recess: train two peers, watch for five minutes, then step back.