Peer to Peer Support Programming for Students with Autism Spectrum Disorder.

Peer to Peer Support Peer to Peer Support Programming for Students Programming for Students

with Autism Spectrum with Autism Spectrum DisorderDisorder

Social Competency and ASDSocial Competency and ASD

Students with adequate social skills are more likely to have Students with adequate social skills are more likely to have positive outcomes, while significant social difficulties positive outcomes, while significant social difficulties place the child at risk for developing later problem place the child at risk for developing later problem behaviors (Koegel, Koegel, & Surratt, 1992) and interfere behaviors (Koegel, Koegel, & Surratt, 1992) and interfere with the development of peer relationships. with the development of peer relationships.

Venter, Lord, and Schopler (1992) conducted a study of Venter, Lord, and Schopler (1992) conducted a study of children with autism and found that social skills during children with autism and found that social skills during childhood were strong predictors of adult adaptive childhood were strong predictors of adult adaptive functioning. functioning.

In order for children with ASD to be independent and In order for children with ASD to be independent and successful in general education settings and future successful in general education settings and future employment, they require skills that allow them to interact employment, they require skills that allow them to interact with others. with others.


Educational programming for students with ASD should Educational programming for students with ASD should include goals for improving social skills with both adults include goals for improving social skills with both adults and peers (National Research Council, 2001). and peers (National Research Council, 2001).

The majority of the research targeting social skills training The majority of the research targeting social skills training applies to preschoolers and children of early elementary applies to preschoolers and children of early elementary age. age.

Weiss and Harris (2001) refer to the scarcity of research Weiss and Harris (2001) refer to the scarcity of research targeting social skill development in adolescents and older targeting social skill development in adolescents and older students. students.

Many interventions targeting social skills development Many interventions targeting social skills development have inadequately addressed the social validity of have inadequately addressed the social validity of outcomes.outcomes.


The more traditional approaches to teaching social skills The more traditional approaches to teaching social skills have not been highly effective as indicated in a meta have not been highly effective as indicated in a meta analysis conducted by Bellini et al., (2007). analysis conducted by Bellini et al., (2007).

Efforts to successfully teach social skills to students with Efforts to successfully teach social skills to students with ASD can be undermined by problems with generalization ASD can be undermined by problems with generalization to new settings, people, and materials (Parsons & Mitchell, to new settings, people, and materials (Parsons & Mitchell, 2002; Zager & Shamow, 2005). 2002; Zager & Shamow, 2005).

The National Research Council report (2001) The National Research Council report (2001) recommended that students with ASD be taught skills in recommended that students with ASD be taught skills in natural contexts. natural contexts.


Research summarized by Rogers (2000) and Research summarized by Rogers (2000) and others indicate an important shift in the others indicate an important shift in the

field of ASD, from an emphasis on adult-field of ASD, from an emphasis on adult-directed instructional strategies, to peer-directed instructional strategies, to peer-

mediated interventions. Numerous studies mediated interventions. Numerous studies have demonstrated the effectiveness of have demonstrated the effectiveness of

peer-mediated strategies to facilitate social peer-mediated strategies to facilitate social interactions in students with ASD. interactions in students with ASD.


We must identify ways to advance the use of peer-mediated We must identify ways to advance the use of peer-mediated intervention programs and improve generalizability of peer-based intervention programs and improve generalizability of peer-based interventions interventions

Many peer-mediated intervention programs are too narrow in Many peer-mediated intervention programs are too narrow in scope, such as the Circle of Friends approach, to produce scope, such as the Circle of Friends approach, to produce significant long-term impact on participants. significant long-term impact on participants.

One suggestion is the use of multiple peers in various settings to One suggestion is the use of multiple peers in various settings to improve generalization (Kamps et al., 1997; Kamps et al., 2002). improve generalization (Kamps et al., 1997; Kamps et al., 2002).

A second suggestion is providing more time for instruction and A second suggestion is providing more time for instruction and social interaction with typically developing peers, a strategy that social interaction with typically developing peers, a strategy that will likely result in both quicker skill acquisition and better will likely result in both quicker skill acquisition and better maintenance of improvements (Strain, Kohler, Storey, & Danko, maintenance of improvements (Strain, Kohler, Storey, & Danko, 1994). 1994).

Peer to Peer Support for Students with Peer to Peer Support for Students with Autism Spectrum DisorderAutism Spectrum Disorder

Why is it important to develop peer to peer Why is it important to develop peer to peer support programs?support programs?What are the processes and procedures needed to What are the processes and procedures needed to implement a peer to peer support program?implement a peer to peer support program?Recruitment, Training and MaintenanceRecruitment, Training and MaintenanceWhat if you have one student with ASD in the What if you have one student with ASD in the building vs. having several students with ASD?building vs. having several students with ASD?What is the process that must occur for general What is the process that must occur for general education students to connect with students with education students to connect with students with ASD?ASD?

Two Primary Goals for Students with Two Primary Goals for Students with ASD – Same for all Students in ASD – Same for all Students in

Public EducationPublic Education

Socialization Skill DevelopmentSocialization Skill Development

Independent FunctioningIndependent Functioning

Change the Culture of a Building, Change the Culture of a Building, District, CommunityDistrict, Community

Not all students are boldNot all students are boldBullies = Great Peer to Peer Support StudentsBullies = Great Peer to Peer Support StudentsKnowledge is ImportantKnowledge is ImportantInformation is ImportantInformation is Important

Intimidation by Staff = Developmental LevelIntimidation by Staff = Developmental Level

Jerimiah – Building Culture Jerimiah – Building Culture Byant – K- Mart – Community Byant – K- Mart – Community

10 Things You Did this Morning 10 Things You Did this Morning Before You Sat Down at this Before You Sat Down at this

Presentation!Presentation!

Please write down your list of 10 things you Please write down your list of 10 things you did this morning on a piece of paper…please did this morning on a piece of paper…please

share those ideas with your groupshare those ideas with your group

Peer to Peer SupportsPeer to Peer SupportsARE NOT…ARE NOT…

There to Tell the Students There to Tell the Students with Autism what to Dowith Autism what to Do

Paid StaffPaid Staff

AidesAides

Peer to Peer Peer to Peer Supports Are…Supports Are…

Participants…Participants…They are kidsThey are kids

They Are there to Act They Are there to Act

and Be Kidsand Be Kids

““Educators, even the most well-Educators, even the most well-meaning and attentive, remain meaning and attentive, remain

anthropologists of – not anthropologists of – not participants in – student life.” participants in – student life.”

Paula KluthPaula Kluth““You’re Going to Love This Kid”You’re Going to Love This Kid”

Cognitive Level Does Not Cognitive Level Does Not Increase/Impact Social Skill Increase/Impact Social Skill

UnderstandingUnderstanding

Two Ways to AddressTwo Ways to Address A Socialization Deficit A Socialization Deficit

UtilizeUtilize social skills curriculum to social skills curriculum to teachteach isolated isolated social skills to students with autism spectrum disorder social skills to students with autism spectrum disorder in specific settings and then in specific settings and then practicepractice isolated skills in isolated skills in a generalized setting.a generalized setting.

TeachTeach general education students about autism general education students about autism spectrum disorder and specific information about spectrum disorder and specific information about students with autism spectrum disorder in their students with autism spectrum disorder in their building. building. DevelopDevelop tolerance and acceptance within tolerance and acceptance within the general education population. Students with the general education population. Students with autism spectrum disorder will then be able to autism spectrum disorder will then be able to practicepractice social skills in all settings within the social skills in all settings within the building gaining competency in natural environments.building gaining competency in natural environments.

Goals for Students with ASDGoals for Students with ASD

Socialization SkillsSocialization Skills

Independent FunctioningIndependent Functioning

Philosophical DeparturesPhilosophical Departures

1. If you exist - you have entry level skills.1. If you exist - you have entry level skills.

2. Same aged/Cross Aged Peers moderate2. Same aged/Cross Aged Peers moderate behaviors of students with autism.behaviors of students with autism.

3. Abandon existing educational technology.3. Abandon existing educational technology.

4. General Education Curriculum - Partnering4. General Education Curriculum - Partnering

5. Experimental Approach5. Experimental Approach

Purpose of Socialization as an Purpose of Socialization as an Instructional VariableInstructional Variable

ModelingModeling

ParticipationParticipation

Social Learning TheorySocial Learning Theory

Social Learning TheorySocial Learning TheoryAlbert BanduraAlbert Bandura

AttentionAttention

RetentionRetention

ReproductionReproduction

MotivationMotivation

Socialization OpportunitiesSocialization Opportunities

Staff Modeling – Gilbert GrapeStaff Modeling – Gilbert Grape

Students With Autism Must BeStudents With Autism Must Be

ApproachableApproachable

The NetworkThe Network

Medium of ExchangeMedium of Exchange

Staff Have to Get Better at Staff Have to Get Better at Modeling Appropriate BehaviorModeling Appropriate Behavior

Crisis Behavior – Do You Have a PlanCrisis Behavior – Do You Have a Plan

(Fire Drill vs. Crisis Student Behavior)(Fire Drill vs. Crisis Student Behavior)

Professional Staff Managing Crisis Behavior…Professional Staff Managing Crisis Behavior…

Students with ASD are always going to have Students with ASD are always going to have Crisis Behavior….Staff must prepareCrisis Behavior….Staff must prepare

Emergency Evacuation PlanEmergency Evacuation Plan

Systematic Response to BehaviorSystematic Response to Behavior

Peer to Peer Support Students must know Peer to Peer Support Students must know what to do and where to go in the event of what to do and where to go in the event of significant behaviorsignificant behavior

Must know and PracticeMust know and Practice

Allen DrillsAllen Drills

Students with ASD and Students with ASD and Staff ResponsibilitiesStaff Responsibilities

Students with ASD must be Students with ASD must be ApproachableApproachable

Socially Appropriate DressSocially Appropriate Dress

-Barbie Boots-Barbie Boots

-Jelly Bean-Jelly Bean

Behavioral IssuesBehavioral Issues

-Safety-Safety

-Stereotypical behaviors-Stereotypical behaviors

Social Issues – Picking Nose, Spitting, etc.Social Issues – Picking Nose, Spitting, etc.


Do the peer to peer students go beyond the Do the peer to peer students go beyond the school day?school day?Personality of the Student with ASDPersonality of the Student with ASDClimate of the School Building and the Climate of the School Building and the CommunityCommunityIan and the Grocery StoreIan and the Grocery StoreDan and the CasinoDan and the CasinoRyan’s PartyRyan’s Party

Definition of Medium of ExchangeDefinition of Medium of Exchange

The medium of exchange is any material, The medium of exchange is any material, task, prop, interest area, etc. that connects a task, prop, interest area, etc. that connects a student with autism to a general education student with autism to a general education peer or staff personpeer or staff person

Typically the medium of exchange is Typically the medium of exchange is something that does not require language something that does not require language for the connection or interaction to occurfor the connection or interaction to occur

Medium of ExchangeMedium of ExchangeRain Man ExampleRain Man Example

Creating ConnectionsCreating Connections

Medium of Exchange as an Avenue for Medium of Exchange as an Avenue for OpportunityOpportunity

Organizing the Student with Autism Organizing the Student with Autism

Realization of Skills and Where they fit Realization of Skills and Where they fit within the Community Available to the within the Community Available to the student with Autismstudent with Autism


MaterialMaterial

A.I. StudentA.I. Student LINK StudentLINK Student

Examples of Medium of ExchangeExamples of Medium of Exchange

General Education CurriculumGeneral Education CurriculumEncyclopedic InterestsEncyclopedic InterestsComputer Interests and Related TechnologyComputer Interests and Related TechnologyNintendoNintendoComputer GamesComputer GamesJigsaw Puzzles www.jigzone.comJigsaw Puzzles www.jigzone.comUNO, Topple, Trouble, Jenga, Simon UNO, Topple, Trouble, Jenga, Simon Top 40 MusicTop 40 MusicT.V. Show Theme SongsT.V. Show Theme Songs

What Connects You with What Connects You with Other People?Other People?

What are yourCharacteristics/

Interests?

What are CharacteristicsInterests of a Significant

Person in yourLife?

What is the Same?

Now The Peer to Peer Now The Peer to Peer Student…Student…

Is in Life.Is in Life.

Medium of ExchangeMedium of ExchangeVerbal FascinationsVerbal Fascinations

Example of Utilizing Student InterestExample of Utilizing Student Interest

to Develop a Medium of Exchangeto Develop a Medium of Exchange

Movies - MattMovies - Matt

Nose Game - RobertNose Game - Robert

Medium of ExchangeMedium of ExchangeSensory PreoccupationsSensory Preoccupations

An Example of Utilizing Students SensoryAn Example of Utilizing Students Sensory

Preoccupation to Develop a Medium ofPreoccupation to Develop a Medium of

ExchangeExchange

Tape – Tattoos – Emily Tape – Tattoos – Emily

Spinning Objects – Russell Spinning Objects – Russell

AwakeningsAwakeningsMedium of ExchangeMedium of Exchange

Try to discover the interest areas of the Try to discover the interest areas of the student with autism to develop mediumsstudent with autism to develop mediums

Motor Planning and OrganizationMotor Planning and Organization

Staff and LINK Students may need to Staff and LINK Students may need to initiate the medium in the environments for initiate the medium in the environments for students with autismstudents with autism

Staff and LINKS are excellent resources in Staff and LINKS are excellent resources in developing new mediumsdeveloping new mediums

Behavior of the Student with Autism Behavior of the Student with Autism and the Medium of Exchangeand the Medium of Exchange

Allow Behavior (Interest Area) to OccurAllow Behavior (Interest Area) to Occur

Follow the Lead (Student with ASD or Follow the Lead (Student with ASD or LINK Student) (Connor)LINK Student) (Connor)

Develop the Medium (Ryan)Develop the Medium (Ryan)

LINK Program Benefits LINK Program Benefits Students with AutismStudents with Autism

Peer SupportPeer Support

Socialization SkillsSocialization Skills

1:1 Support1:1 Support

Velcro BuddiesVelcro Buddies

Age Appropriate ExpectationsAge Appropriate Expectations

IndependenceIndependence

LINK Program BenefitsLINK Program BenefitsLINK StudentsLINK Students

Organizational SkillsOrganizational Skills

DiversityDiversity

CollaborationCollaboration

Self EsteemSelf Esteem

Additional General Additional General Education ContentEducation Content

Problem SolvingProblem Solving

Connection to SchoolConnection to School

ResponsibilityResponsibility

Reciprocal BenefitsReciprocal Benefits

1. Opportunities for learning in1. Opportunities for learning in

both populations of students.both populations of students.

2. Growth occurs in both2. Growth occurs in both

populations.populations.

3. Cost effective and productive.3. Cost effective and productive.

Hoop DreamsHoop Dreams

SCAMP – Peer to Peer Support SCAMP – Peer to Peer Support

Peer to Peer Support Programming for Students with Autism Spectrum Disorder.

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