Ian James Nutkis Ian James Nutkis Summer 2008Summer 2008

Caldwell CollegeCaldwell College

Peer-Mediated Peer-Mediated StrategiesStrategies

AgendaAgenda

Brief Description of ResearchBrief Description of Research Identification of SourcesIdentification of SourcesComponents of Teaching StrategiesComponents of Teaching StrategiesReferencesReferences

Conducting My SearchConducting My Search

Psych INFOPsych INFOEBSCOEBSCOKey words for searchKey words for search

PEER MEDIATED STRATEGIESPEER MEDIATED STRATEGIES

PEERSPEERS

SIBLINGSSIBLINGS

PEER MODELSPEER MODELS

What are Peer Mediating What are Peer Mediating StrategiesStrategies

The use of social competent peers to model and reinforce The use of social competent peers to model and reinforce appropriate social behaviorappropriate social behavior

Promote Peer efforts by arranging environments to provide Promote Peer efforts by arranging environments to provide optimal interaction and respondingoptimal interaction and responding

Teach typical peers to reinforce target behaviorsTeach typical peers to reinforce target behaviors

Teach peers how to initiate social interactionsTeach peers how to initiate social interactions

Provide training for children with Autism on how to Provide training for children with Autism on how to socialize with peerssocialize with peers

Social Skills: ability to relate to others in a reciprocally Social Skills: ability to relate to others in a reciprocally reinforcing manner and the ability to generalize to new reinforcing manner and the ability to generalize to new social interactionssocial interactions(Schopler & Mesibov, 1986)(Schopler & Mesibov, 1986)

Why Focus so Much on Why Focus so Much on Socialization with PeersSocialization with Peers

Without appropriate social skills children Without appropriate social skills children will be more likely to engage in will be more likely to engage in problems problems behaviorbehavior

As the child becomes older and life calls As the child becomes older and life calls for more socialization an increase in for more socialization an increase in anti-anti-social behavior may increasesocial behavior may increase

A limited opportunity to learn how to A limited opportunity to learn how to behave behave appropriately appropriately from peer modeling from peer modeling

(Kennedy & Shukla, 1995; Pollard, 1998; (Kennedy & Shukla, 1995; Pollard, 1998; Scott, Clark, & Brady, 2000) Scott, Clark, & Brady, 2000)

Explanation of DeficitExplanation of Deficit

Spontaneity / FlexibilitySpontaneity / Flexibility The inability to observe peers and The inability to observe peers and

concentrate on the correct context of the concentrate on the correct context of the social interaction leads the child to behave social interaction leads the child to behave inappropriately in these situationsinappropriately in these situations

Children with Autism may want to interact Children with Autism may want to interact however without the proper skills it may however without the proper skills it may appear that they do not because their appear that they do not because their initiations and responsesinitiations and responses are are inappropriateinappropriate(Scott et al., 2000). (Scott et al., 2000).

Teaching Strategies for Children Teaching Strategies for Children with Autismwith Autism

Previous teaching strategies were conducted Previous teaching strategies were conducted through adult-mediated approaches.through adult-mediated approaches.

Rogers (2000) explained that when Rogers (2000) explained that when teaching social skills a problem of teaching social skills a problem of generalization with peers has resulted in generalization with peers has resulted in inappropriate use of the acquired skillsinappropriate use of the acquired skills

Bandura (1977) Contests that social Bandura (1977) Contests that social interactions with peers results in appropriate interactions with peers results in appropriate future novel interactions as the child future novel interactions as the child maturesmatures

Peer-Mediated Strategies Peer-Mediated Strategies Based on research, inclusion of Special Education Based on research, inclusion of Special Education

students in the General Education setting has become students in the General Education setting has become the new focus treatments for children with Autismthe new focus treatments for children with Autism

Pierce & Schreibman, 1997b conducted a study where Pierce & Schreibman, 1997b conducted a study where they recorded interactions between general they recorded interactions between general education students and peers who were diagnosed education students and peers who were diagnosed with Autism and found a limited interaction between with Autism and found a limited interaction between the two groupsthe two groups

Bandura’s ExplanationBandura’s Explanation Inability to model peers in their environment correctly Inability to model peers in their environment correctly

Focus on incorrect stimuliFocus on incorrect stimuli Modeling incorrect behavior or not modeling at allModeling incorrect behavior or not modeling at all Retention of informationRetention of information Lack of reinforcement Lack of reinforcement

Interesting concepts in why Interesting concepts in why peers do not interact with peers do not interact with children on the Spectrum children on the Spectrum

Self-Fulfilling Prophecy: Expectations become reality Self-Fulfilling Prophecy: Expectations become reality Affect/Effort Theory: Based on how the peer Affect/Effort Theory: Based on how the peer

perceives the child’s physical invitation to interact perceives the child’s physical invitation to interact will result in how much effort they make to initiate an will result in how much effort they make to initiate an interaction and maintain socializing for that interaction and maintain socializing for that interaction and in the futureinteraction and in the future(Darley & Oleson, 1993). (Darley & Oleson, 1993).

An issue has been the length of interactions with An issue has been the length of interactions with peers. Most kids will initiate to make parents, peers. Most kids will initiate to make parents, teachers happy however the interaction may be teachers happy however the interaction may be superficial and brief superficial and brief

Altering expectation through intervention may very Altering expectation through intervention may very difficult however is paramount in the success of the difficult however is paramount in the success of the interventionintervention

Types of Peer-Mediated Types of Peer-Mediated StrategiesStrategies

Altering Peer ExpectationsAltering Peer ExpectationsPeer TutoringPeer TutoringPeer buddyPeer buddy Integrated play groupsIntegrated play groupsGroup-oriented ContingenciesGroup-oriented Contingencies

Types of Peer-Mediated Types of Peer-Mediated StrategiesStrategies

Increasing Peer EffortIncreasing Peer EffortTeaching initiations and how to Teaching initiations and how to

reinforce the child with Autismreinforce the child with AutismPeer networksPeer networksPRTPRT

Peer Tutoring/ BuddyPeer Tutoring/ Buddy

Focus on Dyad of 1-to-1 peerFocus on Dyad of 1-to-1 peer The goal is for the child with Autism to The goal is for the child with Autism to

model the typical peer in areas of model the typical peer in areas of LanguageLanguage

Play SkillsPlay SkillsAppropriate Behavior Appropriate Behavior

Laushey and Heflin (2000) Demonstrated Laushey and Heflin (2000) Demonstrated the effectiveness of this method the effectiveness of this method

Peer Tutoring used with higher-functioning Peer Tutoring used with higher-functioning children to teach academic skills (Kamps children to teach academic skills (Kamps et al. 1999)et al. 1999)

Integrated Play GroupsIntegrated Play Groups

Adult sets the occasion for interaction Adult sets the occasion for interaction through a game or academic instructionthrough a game or academic instruction

The key is to have the activity or game The key is to have the activity or game facilitate the interactions it should not facilitate the interactions it should not require the staff to prompt the childrenrequire the staff to prompt the children

Key ComponentsKey ComponentsSchedule/RoutineSchedule/Routine

Small groupsSmall groupsTasks on level of childTasks on level of child

Only adult interaction when new skill needs Only adult interaction when new skill needs to reinforcedto reinforced

Integrated Play GroupsIntegrated Play Groups

Roeyers 1996 conducted a study using 85 Roeyers 1996 conducted a study using 85 children aged 5-13 in Belgium using two children aged 5-13 in Belgium using two groups groups

Experimental and Control groupExperimental and Control group

Peers informed about AutismPeers informed about Autism

Results showed an increase in Results showed an increase in

Time spent interactingTime spent interacting

Increase in respondingIncrease in responding

Increased social initiationsIncreased social initiations

Decrease in StereotypyDecrease in Stereotypy

Group-Oriented Contingency Group-Oriented Contingency

All children engage in specific target behavior to All children engage in specific target behavior to obtain a common reinforcerobtain a common reinforcer

Goal is to have the children engage in behavior Goal is to have the children engage in behavior without specific training. without specific training.

This technique is good for larger groupsThis technique is good for larger groups Kohler et al., 1995; Fefbvre & Strain, 1989 Kohler et al., 1995; Fefbvre & Strain, 1989

demonstrated an increase in social interactions to demonstrated an increase in social interactions to 4 to 6 year-old children4 to 6 year-old children

Components: Play organization, share offers and Components: Play organization, share offers and requests and assistance offers and requestsrequests and assistance offers and requests

An increase from 28% to 65% of social An increase from 28% to 65% of social interactionsinteractions

Teaching Peers Social Skills Teaching Peers Social Skills Strategies Strategies

Goal: The more effort the peer Goal: The more effort the peer makes the more likely the child with makes the more likely the child with Autism will want to engage in social Autism will want to engage in social interactionsinteractions

The more comfortable the peer is The more comfortable the peer is with interacting the more effort they with interacting the more effort they will put in and see the interaction as will put in and see the interaction as reinforcing rather than aversivereinforcing rather than aversive

(Disalvo et al., 2002)(Disalvo et al., 2002)

Initiation Training for PeersInitiation Training for Peers Provide peers with information pertaining to Provide peers with information pertaining to

ABAABA Easy instructionEasy instruction Prompting/reinforcement/extinction protocolsPrompting/reinforcement/extinction protocols

Skills were broken down into parts and taught in Skills were broken down into parts and taught in isolation isolation

Greetings/initiation of play/conversation Greetings/initiation of play/conversation strategies/imitation and direction strategies/imitation and direction following/sharing/turn taking/requesting help and following/sharing/turn taking/requesting help and other itemsother items

Peers compliment their classmates and how to use Peers compliment their classmates and how to use emotions and affect to increase interactionsemotions and affect to increase interactions(Disalvo et al., 2002)(Disalvo et al., 2002)

Peer NetworksPeer Networks Focuses on providing support through educating Focuses on providing support through educating

peers on the disability of focuspeers on the disability of focus An increase in interest in the peer would facilitate An increase in interest in the peer would facilitate

more interactionsmore interactions Garrison-Harrell et al., (1997) incorporated a Garrison-Harrell et al., (1997) incorporated a

multiple baseline design which has the multiple baseline design which has the experimental group learn about the children with experimental group learn about the children with disabilitiesdisabilities

Peers taught how to use augmentative Peers taught how to use augmentative communication systems, social skills training that communication systems, social skills training that focused on simple conversationsfocused on simple conversations

With exposure and education about their peers With exposure and education about their peers typical developing peers recorded more typical developing peers recorded more acceptance and an increase in interactingacceptance and an increase in interacting

Pivotal Response TrainingPivotal Response Training Pierce and Schreibman (1995, 1997a, 1997b) Pierce and Schreibman (1995, 1997a, 1997b)

used role-play techniques to teach peers how to used role-play techniques to teach peers how to deliver reinforcement deliver reinforcement

Reinforcement consisted of…..Reinforcement consisted of…..paying attentionpaying attentionsharingsharingvariety of toys and activitiesvariety of toys and activitiesmodeling appropriate behaviormodeling appropriate behaviorencouraging languageencouraging languagevariety of responsesvariety of responses

This is conducted in the Natural Environment based This is conducted in the Natural Environment based on the targets preference for activity on the targets preference for activity

Conceptual Analysis 4-Term Conceptual Analysis 4-Term Contingency Contingency

Higher order conditional stimuliHigher order conditional stimuli

Discriminative Stimuli/Motivating Discriminative Stimuli/Motivating OperationsOperations

ResponseResponse

ConsequenceConsequence

Social Skills in a classroom using Social Skills in a classroom using Peer Buddy Peer Buddy

Its time for lunch in a 3Its time for lunch in a 3rdrd grade inclusion classroom grade inclusion classroom

Peer buddy checks activity schedule and packs up books, Child is Peer buddy checks activity schedule and packs up books, Child is hungry at hungry at this time Child on the spectrum checks activity schedule this time Child on the spectrum checks activity schedule and packs up books and packs up books and says…. and says….

““Do you want to go to the cafeteria with me”Do you want to go to the cafeteria with me”

Peer buddy responds “YES” and begins Peer buddy responds “YES” and begins to initiate a conversation to initiate a conversation

based on based on scripted topic that scripted topic that pertains to the day’s pertains to the day’s activities activities Attention from peer and Attention from peer and social social reinforcement given as a result reinforcement given as a result of of responseresponse

Class Example using 4-Term Class Example using 4-Term Contingency Contingency

Higher Order Conditioned StimuliHigher Order Conditioned StimuliDiscriminative Stimuli/MODiscriminative Stimuli/MOResponseResponseConsequenceConsequence

GOOD LUCK :<)GOOD LUCK :<)

VideoVideo

http://http://www.youtube.com/watch?vwww.youtube.com/watch?v=BSyzsHx73uU&amp;feature=relate=BSyzsHx73uU&amp;feature=relatedd

References References Bandura, A. (1977). Social learning theory. New York: Prentice Hall.Bandura, A. (1977). Social learning theory. New York: Prentice Hall. Darley, J. M., & Oleson, K. C. (1993). Introduction to research on interpersonal expectations. In P. D. Blanck (Ed.), Darley, J. M., & Oleson, K. C. (1993). Introduction to research on interpersonal expectations. In P. D. Blanck (Ed.),

Interpersonal expectations: Theory, research, and applications. Studies in emotion and social interaction (pp. 45-63). Interpersonal expectations: Theory, research, and applications. Studies in emotion and social interaction (pp. 45-63). New York: Cambridge University Press.New York: Cambridge University Press.

DiSalvo, Carla A., Oswald, Donald Pl, Focus on Autism and Other Develpmental Disabilities,Vol 17 (4), Win 2002. pp. 198-DiSalvo, Carla A., Oswald, Donald Pl, Focus on Autism and Other Develpmental Disabilities,Vol 17 (4), Win 2002. pp. 198-207.207.

Garrison-Harrell, L., Kamps, D., & Kravitz, T. (1997). The effects of peer networks on social-communicative behaviors for Garrison-Harrell, L., Kamps, D., & Kravitz, T. (1997). The effects of peer networks on social-communicative behaviors for students with autism. Focus on Autism and Other Developmental Disabilities, 12, 241-254.students with autism. Focus on Autism and Other Developmental Disabilities, 12, 241-254.

Kamps, D. M., Dugan, E., Potucek, J., & Collins, A. (1999). Effects of cross-age peer tutoring networks among students Kamps, D. M., Dugan, E., Potucek, J., & Collins, A. (1999). Effects of cross-age peer tutoring networks among students with autism and general education students. Journal of Behavioral Education, 9, 97-115.with autism and general education students. Journal of Behavioral Education, 9, 97-115.

Kennedy, C. H., & Shukla, S. (1995). Social interaction research for people with autism as a set of past, current, and Kennedy, C. H., & Shukla, S. (1995). Social interaction research for people with autism as a set of past, current, and emerging propositions. Behavioral Disorders, 21, 21-35.emerging propositions. Behavioral Disorders, 21, 21-35.

Kohler, F. W., Strain, P. S., Hoyson, M., Davis, L., Donna, W. M., & Rapp, N. (1995). Using group-oriented contingency to Kohler, F. W., Strain, P. S., Hoyson, M., Davis, L., Donna, W. M., & Rapp, N. (1995). Using group-oriented contingency to increase social interactions between children with autism and their peers: A preliminary analysis of corollary supportive increase social interactions between children with autism and their peers: A preliminary analysis of corollary supportive behaviors. Behavior Modification, 19, 10-32.behaviors. Behavior Modification, 19, 10-32.

Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Related Disorders, 30, 183-193.multiple peers as tutors. Journal of Autism and Related Disorders, 30, 183-193.

Pierce, K., & Schreibman, L. (1997a). Multiple peer use of pivotal response training social behaviors of classmates with Pierce, K., & Schreibman, L. (1997a). Multiple peer use of pivotal response training social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160.autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160.

Pierce, K., & Schreibman, L. (1997b). Using peer trainers to promote social behavior in autism: Are they effective at Pierce, K., & Schreibman, L. (1997b). Using peer trainers to promote social behavior in autism: Are they effective at enhancing multiple social modalities? Focus on Autism and Other Developmental Disabilities, 12, 207-218.enhancing multiple social modalities? Focus on Autism and Other Developmental Disabilities, 12, 207-218.

Roeyers, H. (1996). The influence of non-handicapped peers on the social interactions of children with a pervasive Roeyers, H. (1996). The influence of non-handicapped peers on the social interactions of children with a pervasive developmental disorder. Journal of Autism and Developmental Disorders, 26, 303-320.developmental disorder. Journal of Autism and Developmental Disorders, 26, 303-320.

Rogers, S. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Rogers, S. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30, 399-409.Developmental Disorders, 30, 399-409.

Schopler, E., & Mesibov, G. B. (Eds.). (1986). Social behavior in autism. New York: Plenum Press.Schopler, E., & Mesibov, G. B. (Eds.). (1986). Social behavior in autism. New York: Plenum Press. Scott, J., Clark, C., & Brady, M. (2000). Students with autism: Characteristics and instruction programming. San Diego, Scott, J., Clark, C., & Brady, M. (2000). Students with autism: Characteristics and instruction programming. San Diego,

CA: Singular.CA: Singular.