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Step 5) Final Phase: Extending initiations across the day.

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Step 5) Final Phase: Extending initiations across the day.

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Generalization is a fundamental goal in teaching a wide variety of skills, particularly social skills. . When a child has generalized a skill, they are able to demonstrate that skill across settings, situations, and individuals. This can be accomplished through the use of two strategies:

1. Embedded Intervention

Instruction is provided within child-imitated, naturalistic, and contextualized interactions.

2. Class wide peer buddy system

This increases the number of peers who interact with the focal child with this approach; children in the class have different play partners each day. A chart can be created that displays pairs of children's names printed on individual cards. Each day, the cards are systematically rotated so that each child has the opportunity to buddy with a different peer. At "buddy time," children check the chart and find their name as well as the name of their buddy. During free play, children play with their buddies. Teachers prompt interactions as needed during this time.

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Specific activities and materials that promote social interaction between peers and children with ASD 

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Specific activities and materials that promote social interaction between peers and children with ASD 

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Sand table

Birthday party prop box

Doll house and people

Building a road; cars and trucks

Car garage

Doctor

Farm animals and blocks

Grocery store

Play-doh

Puppet show

Puzzles

Zoo animals (Odom et al., 1993; Zhang & Wheeler, 2011).

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Step 4) Implementing in a Classroom Setting

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Step 4) Implementing in a Classroom Setting

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1. Classroom arrangement

• Play session should be part of the schedule and at the same time every day.

• 15 minute play sessions including transitions times.

Consistent time and place for child with ASD so it is predictable.

2. Material selection Limit items that contain:

a. Contain a specific theme for each play session (e.g., blocks, prop box)

b. Include an element of socio-dramatic play (e.g, role playing, acting out scripts)

c. May require assistance in operating

d. Are not normally available in the classroom.

3. Identification of responsible staff

One staff member in the classroom should be consistently responsible for running and supervising play. This adult will:

a. train peers,

b. implement the learning activities,

c. observe child progress.

4. The use of prompts and reinforcement This is essential to the success of peer initiation training.

a. Observe children to identify non-interaction

b. Provide a prompt to either focal child or peer to begin an interaction or respond an intitiation.

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Step 3) Peer and Focal Child Interaction in a Structured Play Setting

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Step 3) Peer and Focal Child Interaction in a Structured Play Setting

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During the initial training session, Peers can practice skills by participating in a structured play session with the focal child/children with ASD. This is a structured session that teachers provide a play activity and that provides prompts and reinforcements as necessary. This usually lasts approximately five to ten minutes and over time the prompting and reinforcements are reduced as necessary.

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Step 2) Teaching Peers to perform Peer Mediated Instruction and Intervention:

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Step 2) Teaching Peers to perform Peer Mediated Instruction and Intervention:

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Training the peers for PMII (Peer Mediated Instruction and Intervention) takes places in a quiet area of the classroom. In this area, all necessary materials are available.

The process begins by helping the peer understand and appreciate the differences of the child with ASD. Continues by explaining the similarities and differences of children with ASD. This first phase also includes explaining how he/she is going to help the child with ASD (also known as the focal child).

The process continues with teaching the peers strategies one at a time. These training sessions are daily and take place four or five times to learn initiation techniques.

Prompts and reinforcements are used to teach peers strategies, and social initiation is taught to the peer by the teacher.

After all of these steps, the peer is implemented into the structured play setting.

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A peer is selected based on the basis that they must:

1) Be liked by their peers.

2) Have good social, language, and play-making abilities.

3) Have a good rapport with the targeted child with ASD.

4) Easily take directions from adults.

5) Be able to stay on task for at least 10 minutes.

6) Be willing (and hopefully wanting) to participate.

7) Have good attendance record at school.

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Potential Benefits of Peer Mediated Instruction and Intervention

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Potential Benefits of Peer Mediated Instruction and Intervention

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1) Improve social skills.

a) Responding

b) Engagement

c) Initiations

2) Enhance academic performances.

3) Generate interpersonal and personal-social development.

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Goals of Peer Mediated Instruction and Intervention

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Goals of Peer Mediated Instruction and Intervention

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1) Help peers learn to interact with children with ASD.

2) Increase how often children with ASD interact with regularly developing classmates & peers.

3) Reduce support required from teachers and other adults.

4) Extend peer support with children with ASD to other aspects and activities in the classroom.

5) Encourage support from peers for children with ASD.

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This video explains the steps involved with peer mediated instruction and intervention, as well as a brief explanation of the peers needed and how they are taught. 

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This video explains the steps involved with peer mediated instruction and intervention, as well as a brief explanation of the peers needed and how they are taught. 

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Peer Mediated Instruction and Intervention

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The five step process of peer mediated instruction and intervention when working with students with an ASD.