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PMII requires constant and consistent progress monitoring to determine if the strategy is still successful or if the peer is successful in working with the learner with ASD. Educators should look for the following areas when monitoring progress:
-Assess if the activity was successful.
-Record specific skills that the learner with ASD is consistently demonstrating.
-Determine target behaviors that can become the focus of future interventions.
-Record change across time.

Educators can use both anecdotal forms and progress monitoring forms to include all aspects of social, emotional, and academic growth while using PMII.

(NW)

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Benefits for Typically Developing Peers:

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Benefits for Typically Developing Peers:

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-Expand social network.
-Development of new friendships.
-Improvement of social skills.
-High quality (and authentic) interactions with classmates.
-Gain in academic skills.
-Increase in school activities.
-Development of advocacy skills.

(NW)

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Each type of PMII accesses different skills and is appropriate for different age groups. The following is a breakdown of the different PMII strategies along with the skill it accesses and the appropriate age group to use the strategy with:

-Peer Modeling: Trains peers to demonstrate target skill to learner with ASD. Skills: Requesting assistance, joining activity, following directions, and greeting. Age appropriate: young children, elementary.

-Peer Initiation Training: Trains peers on strategies they can use to interact with learners with ASD. Skills: Responding to invitations, maintaining conversations, turn taking. Age appropriate: young children, elementary.

-Direct Training for Target Student and Peer: Teaches peers and learner with ASD specific target skills simultaneously. Skills: Initiating conversations, perspective taking, accepting 'no'. Age Appropriate: young children, elementary.

Peer Networks: Peers interact with learner with ASD in a facilitated regular meeting held outside of instructional time. Skills: Joining peer groups, promoting social networks. Age appropriate: Upper elementary, middle school, high school.

Peer Supports: Peers provide social and academic support to learner with ASD within an inclusive environment. Skills: Academic Skills, Social Skills. Age Appropriate: Upper elementary, middle school, high school.

(NW)

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To teach peers in ways in which they can talk and interact with children and youth with ASD.

To increase the frequency with children and youth with ASD and to interact with typically developing peers.

Extend peer's with social initations with students with ASD across activties in the classroom.

Minimize the need and support from teachers/adult's.

(anj)

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http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/PMII_Overview.pdf

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Exhibit good social skills, language and appropriate play skills.

Introduce specific strategies to facilitate play and interaction.

Practice the skill .

Use of prompts and reinforcements.

Embedded interventions.

(AT)

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When selecting the right peers to participate in the intervention, look for these characteristics:

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When selecting the right peers to participate in the intervention, look for these characteristics:

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1) The student exhibits good social skills and age appropriate play skills.
2)  The student has positive social interactions with the ASD learner.
3)  They are compliant with adults.
4)  They can stay on task at age appropriate amount of time, 15 minutes for younger children, and up to 45 minutes of older students.
5)  They attend school regularly.
6)  Their schedule is similar to the student with ASD.
7)  They are willing to participate.

Student with these qualifications can make this a positive experience for the student with ASD.
(DL)

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The Importance of Peer Mediated Instructions and Intervention:

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The Importance of Peer Mediated Instructions and Intervention:

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The majority of learners with ASD typically have the following:

Struggle understanding cues

Struggle to ac quire key social skills by simpling obsvering others

Engage in shorter interactions

Strugle with social impairment and have difficulty with social reciprocity

(Anj)

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PMII works best with observable behaviors, and not well with difficult to define behaviors.  The behavior has to be measured.

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PMII works best with observable behaviors, and not well with difficult to define behaviors.  The behavior has to be measured.

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Observable Behaviors:
Requesting help, sharing with a peer, completing a specific task, or turning in homework.

Difficult to define Behaviors:
Being shy, happy, angry, or social skills.
(DL)

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There are 5 types of Peer-Mediated Instruction and Intervention, or PMII.

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There are 5 types of Peer-Mediated Instruction and Intervention, or PMII.

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* Peer Modeling
* Peer Initiating Training
* Direct Training for  Target Student and Peer
* Peer Networks
* Peer Supports
(DL)

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Introduction Training to Typically Developing Peers should discuss the following:

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Introduction Training to Typically Developing Peers should discuss the following:

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All training should discuss the differences of the ASD learner from the peer in order to create perspective when recognizing accomplishments and working on goals. The manner in which this information is shared should be made age appropriate.

FOR YOUNGER CHILDREN:
-Discuss how they are the same and difference in appearance.
-What are common likes and dislikes?
-Strengths and weaknesses.

FOR OLDER CHILDREN:
-Goals for intervention.
-Reason for needed peer involvement.
-Review what is expected of peers and ASD learners during interactions with the appropriate PMII strategy.

*These strategies and conversations can be held with direct instruction or through role playing so that the teacher can help the peer understand how to react appropriately in given scenarios.

(NW)

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What Is Peer Mediated Instructions and Interventions? 

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What Is Peer Mediated Instructions and Interventions? 

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Typically used to teach developing peers ways to interact with and help learners with ASD acquire new social skills by increasing social opportunities within natural environments.
(anj)

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https://www.youtube.com/watch?v=c_Dv1gD1V_o

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What does peer-mediated instructions do ?

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What does peer-mediated instructions do ?

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They help address the social concerns by training peers
how to initiate and respond to social interactions of learners with Autism Spectrum Disorders. It encourages those with ASD to socialize in a positive way.
(anj)

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Evidence-base for Peer-Mediated Components :

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Evidence-base for Peer-Mediated Components :

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Overview

Evidence Base

Step by Step Guide

Implementation Checklist

Data Collection List

Tip Sheets For Professionals

Parent Guide

Additional Resources

Module Prefences

CEC Standards

(anj)