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Beginning steps

Forum References FAQ's Quiz Lecture Introduction There are numerous peer teaching programs, and much research has investigated how to go about starting up peer intervention.

In this section, we will take a look at some of the beginning steps that effective programs put into practice.

Peer Buddies

Kamps et. al. (1998) found that small-group tutoring, cooperative learning, and special class buddies are effective in improving social skills and interactions and benefit children with disabilities and their typically developing peers.

Students with ASD often prefer to play alone and tend not to initiate interactions with their peers. Teachers have found that through opportunities for positive, fun experiences with “buddies” at school, students with ASD can become motivated to play and seek out interactions with their classmates. Likewise, their school “buddies” learn how to enjoy and interact with their peers with ASD.

Sessions to prepare peer buddies for their interactions include the following:

  • Discussions about how we are the same and how we are different (appearance, interests, cultural backgrounds, needs, etc.) help students realize that it is absolutely OK to be different. Some of us need glasses, some don’t. Some have red hair, black, brown, blonde, etc. Some of us are great at math, and some of us have trouble understanding it. Some of us have an easy time meeting new people and others do not.
  • It is helpful to explain how we learn from others. If we have difficulty with a particular subject, such as science, we are helped by someone who understands the subject. The same applies to play and socialization–if someone doesn’t know how to play a game, it is up to the person who understands how to teach the one who does not know.

When it is clear that the students understand about their own similarities and differences, they must learn about the similarities and differences of children with ASD.

  • Communication delays, social difficulties, routines, and seemingly unusual habits should be addressed in an honest and positive manner. Books and videos may be helpful ways to show students how much they have in common with their peers who have ASD.
  • Feelings, opinions and misconceptions should be dealt with to make sure that the children are comfortable being part of the peer buddy program.

Teaching specific behaviors and strategies:

Strain and Odom (1986) suggested that teachers teach typically developing students the following specific behaviors to engage young children with disabilities in social interactions:

  • play organizers (e.g., “let’s play with the puzzles”)
  • shares (“would you like to play house with me?”)
  • physical assistance (e.g., “can I help you put that puzzle together?”)
  • affection (pats, hugs, etc.)

Strain and Odom (1986) recommended using the following strategies to train typical peers to be effective buddies:

  • talking about why it’s important to make new friends, cooperate, share, help
  • describing how to initiate a social behavior (play organizer, share, assist, or affection)
  • teacher modeling appropriate behavior
  • students practicing appropriate behavior with adult giving feedback
  • role-playing incorrect uses of the strategy with prompts that help the students see the errors

Kulik and Kulik (1992) have identified the following central characteristics for effectively implementing peer-mediated instruction for children, adolescents, and young adults:

  • Teachers should have high expectations for student learning.
  • Instructions to all participants must be clear and focused.
  • Lessons must be related to previously covered studies.
  • Teachers must closely monitor student progress.
  • Teachers must re-teach whenever necessary.
  • Tasks should be completed during class–pacing should be taught.
  • Interactions between tutors and students should be positive.

Key points:

Teachers must prepare peers for their roles as buddies or tutors. Beginning steps include:

  • Gaining a greater understanding of similarities and differences
  • Learning specific social behaviors to engage in interactions
  • Learning specific strategies in which to learn and practice effective social interactions
  • Following central guidelines for implementing peer-mediated instruction
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