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Going Viral with Peer MediatedInterventions!

A ti P S t T hAutism Program Support Teacher

Wisconsin Community of Practice on ASD/DD Meeting

Pewaukee, WI

February 27, 2013

Lana Collet-Klingenberg, University of Wisconsin-Whitewater

Kim Klister, Clintonville Middle School

Your Presenters:

Kim Klister, Clintonville Middle School

Julie LaBerge, School District of Bonduel

Carrie Stoss, Shawano School District

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At the end of the session, participants will be able to:

• Articulate why PMII is considered an evidence‐based practice (EBP)

• Discuss benefits of PMII for school stakeholders including students with ASD, typical peers, families 

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Session Objectives

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and staff

• Identify key elements of implementing PMII programs in school settings

• Discuss the potential impact of PMII on school culture

• Identify ways that PMII can be used with other, embedded EBP to promote social and academic success 

Overview of our Time

• What is PMII?

• How has it been implemented in WI schools?

• What have we learned?

• What comes next?

• How can we help you “infect” your school district?

What is PMII?

Types of PMII include:

• Peer buddies (1:1 social focus)

Enlisting typical peers to assist in skill development with targetedlearners.

Peer Mediated Intervention & Instruction

• Peer groups (small groups with a social focus)

• Peer tutoring (1:1 academic or skills focus)

• Peer instruction/modeling (1:1 or small groups withan academic or skills focus)

Willing & competent peers are selected and trained to support the targeted learner in acquiring &/or engaging in specific skills or behaviors.

Best understood within an intervention or tieredhierarchy

• Some children will need very little support.

• Some children will need more support in a

Explicit instruction

more support, in a generalized context.

• Some children will need very explicit, individualized instruction

• Nearly all children benefit from PMII in their natural settings! 5

Naturalistic interventions

Classroom wide interventions

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NPDC Identification of PMII as an EBP

• PMII meets evidence-based criteria across early childhood, elementary, and middle/high school.

PMII is an EBP

• PMII is effective in improving social & communicative skills; and may also be effective in improving play and pre-academic/academic skills in children with & without ASD.

Goals of PMII

• Teach peers ways to interact with children with disabilities

• Increase the frequency of social interactions between children with disabilities and typical peers

• Extend opportunities for skill development across the day

• Minimize teacher support during interactions and learning activities

Why Use PMII?

• Children with disabilities may respond less frequently to social initiations and engage in fewer social interactions than typically developing peers

• To teach children ways of interacting with others in natural environments

• To teach a variety of communication, play, and pre-academic/academic skills to learners

Who Is Involved in PMII?

Staff

• Plan opportunities

• Train peers

Students

• Learn about peers

• Learn ways to support 

• Support learners & peers

•Get out of the way!

peers

• Spend time with peers

•Model appropriately

•Develop friendships

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Elements of PMII Model

1. Identify students to support & specific needs

2. Identify/recruit peers

3. Train peers

4. Schedule meetings

5. Let ‘em loose

6. Check in from time to time

7. Reap the rewards & watch it take on a life of its own!

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Bonduel School DistrictNPDC‐ASD  Model Site Project

Peer Mediated Instruction & Intervention2008‐09 BMS; 2009‐10 BES & BHS

Continued Implementation…

How Has PMII Been Implemented in WI Schools? Bonduel Timeline

2008 ‐ Project began at middle school with visits with staff from NPDC‐ASD (Waisman Center, DPI)

Observations of target students, interviews, data collection

Determined what Evidence‐Based Practice toDetermined what Evidence‐Based Practice to implement 

Peer Mediated Instruction and Intervention (PMII) was chosen due to social needs for all three students

“Power Pals” was born!

Quick Look at Materials

• POWER Pals MS.doc

• Peer Support Files to Share with Others\Consent letters\Power Pals Consent letters 2009 10.doc

• Peer Support Files to Share with Others\Training P P i \NPDC S i l I i D Sh dPower Points\NPDC Social Interaction Data Sheet.doc

• Peer Support Files to Share with Others\Training Power Points\PMII Powerpoint.ppt

• Peer Support Files to Share with Others\Activity Resources\PowerPALS Getting to Know You.doc

Bonduel Timeline

2009‐10 – Name change to “Power of Peer Supports or POPS,” Program continues at BMS; expands to BES and BHS

2010‐12 – Implementation continues; additional staff trainedstaff trained

2012‐13 – PMII implemented with students with EBD needs

• Over 30 peer support volunteers at special education Spring Formal with local school districts

Bonduel Timeline

2013‐14 – POPS is the ‘Go to’ intervention for all students with social needs

• Ongoing groups at all three grade levels

• Over a dozen staff trained to facilitate district wide

• Over 40 students participating district wide

• Use Edmodo to coordinate meetings, communicate etc.

Shawano Timeline

• 2008‐09 ‐ Participated in year 1 of the NPDC‐ASD project training as a parent. 

• Trained with Bonduel staff.  I participated as a parent. The focus was at the MS level . My daughter was one of the students targeted PDS‐ NOS. g

• 2009‐10 ‐ Participated in year 2 of the NPDC‐ASD project as the parent member with Bonduel School District. My daughter was now at the High School Level. 

• 2010‐11 – Continued implementing of PMII  at the parent level for Bonduel

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Shawano Timeline• 2011‐12 –Autism Program Support person for the Shawano 

School District. I began the  implemented  of the PMII at the Middle School Level (CD and ASD students). 

• PMII group named  PALS – Positive Attitudes Lead to Success.

• 4 facilitators at the MS level ‐ The team worked very well and we developed a year long plan of implementation of the peer support group.  

• Trained Students – PowerPoint on  the Five Senses and Sixth Sense

• Groups met  1 X a week during lunch hour

• Challenges working around Band/Orchestra practices during lunch

Shawano Timeline

• 2012 – Summer – Met and put binders together

Resources– Resources

– Ice Breakers

– Websites

Shawano Timeline

• 2012‐13 ‐ Continued implementing in Shawano at the Middle School.  Began implementation at the High School Level               

• Staff members at the MS level – added 2 additional staff members at the MS level – 1 staff member was not e be s at t e S e e sta e be as otconsistent which we hadn’t  anticipated.

• Six  groups – Speech teacher took ASD speech students 

‐Guidance took students with guidance needs and ASD

‐ CD took CD and ASD students

• First year ‐ ran into kids not letting us know they weren’t going to make it

Shawano Timeline

• Other activities interfered with a few students being dedicated to the groups

• Few students felt uncomfortable not being in a group with their peers

• High school program started with  7 staff members as facilitators

• Training from the MS PowerPoint terminology/ icons/pictures used needed to be changed up for the HS level (Recess/playground)

• Ran  4 groups 1 X per week during morning resource (shorter time)‐ A/B lunch made it a challenge to schedule during lunch meeting times

Shawano Timeline• 2013‐14 – Continued Implementation at the MS and HS 

Level.

• Began the Implementation of PMII at the Intermediate level.

• Training at the Intermediate level needed to be changed up. (PowerPoint terminology/ icons/pictures used needed to be changed up a bit Bring it down to a simpler level ofchanged up a bit. Bring it down to a simpler level of understanding and analogies.

• Three staff members plus myself as facilitators

• 4 groups starting with and will add 1 more group at the semester

• MS level we have the plan but will first be starting the Implementation of groups due to change over in staff/ programs/ and responsibilities

Shawano Timeline

• At HS level  6 target students this year

• Realized students don’t need the initial training at the HS level this year due to being in the PALS program from the MS levelin the PALS program from the MS level.  Changed up the power point training to focus mote on roles and responsibilities. 

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Shawano Timeline Shawano Timeline

Clintonville Timeline

• 2010‐11 – Kim attended a class taught by Julie and learned about peer supports; did related thesis work

• 2011‐12 – Trained middle school staff and started 3 POPS groups

Clintonville Timeline

• 2012‐13 – Difficulties maintaining groups due to schedule changes; one new group at 6th

grade level

• 2013‐14 – One group at 8th grade continues –retitled “The Kindness Project”

Lightening Round!!1. How are peers selected?

2.  How are parents involved?

3.  What does training entail?

4.  How is confidentiality/disclosure handled?

5.  What have been the biggest obstacles?

Lightening Round!!

6. What have been the obvious student outcomes?

7. What have been the greatest or unexpected 

rewards?

8. How could your program improve or what are 

your next steps?

9. What advice do you have to assist others 

wanting to get started with PMII?

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Next Steps for the Field

• PMII as one piece of an integrated intervention system

S di   h  “b ”• Spreading the “bug”

• PMII research focusing on benefits to peers

Combined Use of EBP

PMII in YOUR School/Setting?!

Wrap Up/Resources

www.autisminternetmodules.org

http://autismpdc fpg unc edu/http://autismpdc.fpg.unc.edu/