startingasocialskillsgroupwebinar.pdf- AdditionalResources.pdf
- social_skills_group_topics1.pdf
- embedsocialskillsinstructionininclusivesettings.pdf
- LunchBunchWebinar.pdf
- SocialMediaandOnlineCommunitiesforFamilySupportGroups.pdf
- PMIIWebinarwithoutvideos.pdf
- Teachingfunctionalcommunityskills.pdf
- BehaviorBasicswebinar.pdf
- TechniquesToExpandFoodVarietyforChildrenwithASD.pdf
- Accessing Disability Services at Public Postsecondary Institutions in.pdf
- Positive Reinforcement handouts.pdf
- Module 8b Engaging Conversation Participant Handout Final.pdf
- TransitiontoAdulthood Webinar.pdf
- EC outcome info sheet.pdf
- Advocates for Autism Awareness adSample Starting a Support GRoup.pdf
- KATC Parent Support Group copy.pdf
- How_to_start_sustain_support_group_FINAL.pdf
- Module 7a Advocacy Participant Handout -2.pdf
- EvaMarkhamPubertyResourceList.pdf
- PubertyPresentation.pdf
- FAST Skills for Effective Parent Advocates for KATC.pdf
- Stages of Change.pdf
- NAEYC Transition Hints for Families.pdf
- Help your child adjust to change.pdf
- Children Books Related to Transition.pdf
- Transition Ideas for Early Childhood Classrooms.pdf
- Partnering with Familes of Children with Disabilities - NAEYC.pdf
- Information Sharing Forms.pdf
- Going to Preschool on a Bus Social Story.pdf
- Going to Preschool in Car Social Story.pdf
- Families of Children with Special Needs.pdf
- 10 Key Family Transition Tips - Entering into Preschool.pdf
- Sharing Developmental Concerns with Families.pdf
- EC services presentation.5.10.12.Autism-1.pdf
- DSM-5 autism.pdf
- AAC 101.pdf
- Teaching Communication to individuals with autism.pdf
- Questions to Ask Your Pediatrician.pdf
- Great Expectations Powerpoint.pdf
- Visual Supports.pdf
- PBIS webinar.pdf
- Show Me the Money Webinar links.pdf
- Show me the money Webinar-1.pdf
- Asperger Webinar.pdf
- searching-for-asd-using-M-CHAT.pdf
- Autism and Private Insurance- What does the law say about my childs benefitsf025.pdf
AAC 101.txt- Asperger Webinar.txt
- Autism and Private Insurance.txt
- DSM-5 autism.txt
- EC services presentation.5.10.12.Autism-1.txt
- EvaMarkhamPubertyResourceList.txt
- FAST Skills for Effective Parent Advocates for KATC.txt
- Great Expectations Powerpoint.txt
- Module 7a Advocacy Participant Handout -2.txt
- Module 8b Engaging Conversation Participant Handout Final.txt
- PBIS webinar.txt
- PMIIWebinarwithoutvideos.txt
- Positive Reinforcement handouts.txt
- PubertyPresentation.txt
- Questions to Ask Your Pediatrician.txt
- searching-for-asd-using-M-CHAT.txt
- Sharing Developmental Concerns with Parents.txt
- Show Me the Money Webinar links.txt
- Show me the money Webinar-1.txt
- SocialMediaandOnlineCommunitiesforFamilySupportGroups.txt
- startingasocialskillsgroupwebinar.txt
- Teaching Communication to individuals with autism.txt
- Teachingfunctionalcommunityskills.txt
- TechniquesToExpandFoodVarietyforChildrenwithASD.txt
- TransitiontoAdulthood Webinar.txt
- Visual Supports.txt
- 10 Key Family Transition Tips - Entering into Preschool.txt
- Children Books Related to Transition.txt
- Families of Children with Special Needs.txt
- Going to Preschool on a Bus Social Story.txt
- Going to Preschool on a Bus Social Story.txt
- Help your child adjust to change.txt
- Information Sharing Forms.txt
- NAEYC Transition Hints for Families.txt
- Stages of Change.txt
- Transition Ideas for Early Childhood Classrooms.txt
- AdditionalResources.txt
- embedsocialskillsinstructionininclusivesettings.txt
- LunchBunchWebinar.txt
- social_skills_group_topics1.txt
PMIIWebinarwithoutvideos.txt
PMIIWebinarwithoutvideos.txt
—
Plain Text,
14 KB (15061 bytes)
File contents
HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Home.png DirectionalButtons-RightOnly.png Peer Mediated Instruction and Intervention (PMII) Presented by Heidi Cooley-Cook Kentucky Autism Training Center University of Louisville HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Peer Mediated Instruction and Intervention What is it??? .Evidence Based Practice .Used to teach typically developing peers ways to interact with and help learners with ASD acquire new social skills by increasing social opportunities within natural environments http://autismpdc.fpg.unc.edu/content/peer-mediated-instruction-and-intervention HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Peer Mediated Instruction and Intervention Why is it important? .Students with ASD .Social impairment and difficulty with social reciprocity .Respond less frequently to social initiations .Engage in shorter interactions .Struggle understanding social cues .Struggle to acquire key social skills by simply observing others (American Psychiatric Association, 1994; National Research Council, 2001) (Bass & Mullick, 2007; Lee, Odom, & Loftin, 2007; McConnell, 2002) HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Peer Mediated Instruction and Intervention Who is it for? .Research supports use for ages 3 � 18 .Targets social skills .Responding to others .Understanding others .Interacting with others or in groups .Reciprocity HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Peer Mediated Instruction and Intervention How do you implement the strategy? .Step 1: Select peers .Step 2: Train and support peers .Step 3: Implement structured teaching session .Step 4: Implement in classroom and school settings .Step 5: Extending Initiations Across the Day HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 1: Select Peers .Peers should .Exhibit good social skills, language, and age-appropriate play skills .Be well-liked by peers .Have a positive social interaction history with focal student .Be generally compliant with adult directives .Attend to an interesting task or activity for 10 minutes .Be willing to participate .Attend school on a regular basis (Strain & Odom, 1986; Sasso et al., 1998) (Sperry, Neitzel, Engelhardt-Wells, 2010) PMII for Preschool and Early Elementary HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 1: Select Peers .Select 4 -5 peers .Peers valued for time and effort (Sperry, Neitzel, Engelhardt-Wells, 2010) PMII for Preschool and Early Elementary HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 2: Train and Support Peers .2A : Teach selected peers: .Recognize and appreciate individual differences .Overview of ASD .Include similarities and differences .Provide examples and observable behaviors (Sperry, Neitzel, Engelhardt-Wells, 2010) PMII for Preschool and Early Elementary HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 2: Train and Support Peers .2B : Introduce specific strategies to facilitate play and interaction: .Remember to keep appropriate for age and maturity level .Preschool and Lower Elementary� focus on teaching play behaviors (Sperry, Neitzel, Engelhardt-Wells, 2010; Kamps, et al, 1992; Thiemann, 2007; Thieman & Goldstein, 2001; Carter & Kennedy, 2006) PMII for Preschool and Early Elementary HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 2: Train and Support Peers -Example: .Teacher: �Sometimes when you play with your friends, they do not want to play back. You have to keep on trying. What do you have to do?� .Peer: �Keep on trying.� .Teacher: � Yes, you keep on trying.� .Teacher demonstrates skill using another peer .Provide both examples (persistent attempts) and non-examples (walking away after first attempt) See AIM PMII - Sample Scripts for Peer Initiation PMII for Preschool and Early Elementary HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 3: Implement Structured Teaching Session 1.Peers only � practice skills 2.Peer and focal student � 5-8 minute play sessions .Teacher introduces activity, provides prompts to peer, and reinforces behavior .Visual supports can be added for student with ASD .At end of time can move to new environment or continue playing (Sperry, Neitzel, Engelhardt-Wells, 2010) PMII for Preschool and Early Elementary HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 4: Implement in Classroom and School Settings .For successful PMII � Remember: .Classroom arrangement .Material selection .Identification of responsible staff .Use of prompts and reinforcement (Sperry, Neitzel, Engelhardt-Wells, 2010) PMII for Preschool and Early Elementary HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 4: Implement in Classroom and School Settings .Use of prompts and reinforcement .Cue peer to use strategy .Explicit instructions � suggest a game or verbal instructions �Try talking to Jacob about trains� .Subtle verbal instructions � �Try again� �It�s your turn� .Gestures � peer to move closer to focal child IF NO RESPONSE IN 10 SECONDS � REPEAT PROMPT AGAIN AND PROVIDE PHYSICAL GUIDANCE (Sperry, Neitzel, Engelhardt-Wells, 2010; Goldstein, Schneider, & Thiemann, 2007; Ostrosky et al, 1990) PMII for Preschool and Early Elementary HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 5: Extending Initiations Across the Day .Embedded intervention .Pair focal student and trained peer during small group activity � provide limited materials to promote interaction .Pair students for transitions and/or classroom chores .Goal = 3 Peer Mediated interactions per day .Classwide peer buddy system .All students are paired up by teacher .Teachers prompt interactions as needed (Sperry, Neitzel, Engelhardt-Wells, 2010; Laushey & Heflin, 2000) PMII for Preschool and Early Elementary HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Screen shot 2012-11-02 at 1.23.40 PM.png FROM AIM: PEER MEDIATED INTERVENTION & INSTRUCTION HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 1: Select Peers .Peers should .Exhibit good social skills and language .Be well-liked by peers .Have a similar schedules as focal student .Be willing to participate AIM � Peer Mediated Intervention & Instruction PMII for Late Elementary - High School HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 1: Select Peers .Select 6 peers .1 or 2 peers in peer social network for 3-4 months .Additional peers added to promote generalization of skills (AIM � Peer Mediated Intervention & Instruction; Carter& Kennedy, 2006; Thiemann, 2007; Utley, Mortweet, & Greenwood, 1997) PMII for Late Elementary - High School HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 2: Train Peers .Develop Peer Network Interventions .Peers will be provided with .Goals for intervention and rationale for their involvement .Overview of expectations .Information about how students with ASD communicate, interact with their environment, and learn .Descriptions of focal student�s likes and dislikes AIM � Peer Mediated Intervention & Instruction; Carter& Kennedy, 2006) PMII for Late Elementary - High School HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 2: Train Peers .Describe basic strategies .Providing frequent, positive feedback .Modeling relevant communication skills .Facilitating interactions with other peers (Carter & Kennedy, 2006) .Peers record anecdotal information about interactions to share with staff AIM � Peer Mediated Instruction and Intervention PMII for Late Elementary - High School HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 3: Support Peers �Provide ongoing support and feedback to peers �Elementary � model the specific strategies (feedback, modeling relevant communication skills, facilitating interactions with other peers) �Middle & High School � peers are actively involved in weekly problem-solving meetings � may need to include other teachers if peer support interventions occur during their class periods AIM � Peer Mediated Instruction and Intervention PMII for Late Elementary - High School HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 4: Implement in Classroom and School Settings .For successful PMII � Remember: .Create supportive social environment .Provide classroom learning opportunities .Monitoring social interactions .Using prompts and reinforcement AIM � Peer Mediated Instruction and Intervention PMII for Late Elementary - High School HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png PMII Step 5: Extending Initiations Across the Day .Natural settings .At least 2 or 3 different routines each day .Contain a choice of 2 activities during each session .Use 5-8 games rotated every 3-4 months to promote generalization .Retain same group of 4-6 trained peers to promote friendships and connections .Social network activities should last at least 10 minutes (AIM � Peer Mediated Instruction & Intervention; Thiemann, 2007) PMII for Late Elementary - High School HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png From AIM � PMII� Sample Planning Form for Peer Social Network Activities Screen shot 2012-11-02 at 2.40.32 PM.png HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Additional information and videos: .Autism Internet Modules � Peer Mediated Instruction & Intervention .Step � by � Step Instructions � by age/grade level .Implementation Checklists .Activities Screen shot 2012-11-02 at 3.41.15 PM.png HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Resources: Autism Internet Module � Peer Mediated Intervention and Instruction NPDC � EBP Brief: http://autismpdc.fpg.unc.edu/content/peer-mediated-instruction-and- intervention American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. National Research Council, 2001 Bass, J. D., & Mulick, J. A. (2007). Social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools, 44(7), 727-735. Carter, E. W., & Kennedy, C. H. (2006). Promoting access to the general curriculum using peer support strategies. Research and Practice for Persons with Severe Disabilities, 31(4), 284-292. HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Resources: Goldstein, H., Schneider, N., & Thiemann, K. (2007). Peer-mediated social communication intervention: When clinical expertise informs treatment development and evaluation. Topics in Language Disorders, 27(2), 182-199. Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Gershon, B., Wade, L., & Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25, 281-288. 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 Developmental Disabilities, 30, 183-193. Lee, S., Odom, S. L., & Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Intervention, 9, 67-79. HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Resources: McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and research. Journal of Autism and Developmental Disorders, 32(5), 351-372. National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press. Ostrosky, M., Chandler, L., Odom, S. L., McConnell, S. R., & Peterson, C. A. (1990). Comprehensive intervention manual. Vanderbilt-Minnesota Social Interaction Project, Minneapolis, MN: University of Minnesota. Sasso, G. M., Mundschenk, N. A., Melloy, K. J., & Casey, S. D. (1998). A comparison of the effects of organismic and setting variables on the social interaction behavior of children with developmental disabilities and autism. Focus on Autism and Other Developmental Disabilities, 13(1), 2-16. HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Resources: Sperry, L., Neitzel, J., & Engelhardt-Wells, K. (2010). Peer-Mediated Instruction and Intervention Strategies for Students with Autism Spectrum Disorders. Preventing School Failure, 54(4), 256-264 Strain, P.S., & Odom, S. L. (1986). Peer social initiations: effective intervention for social skills development of exceptional children. Exceptional Children, 52, 543-551. Thiemann, K. (2007). Effective instructional practices for teaching students with ASD in the classroom. Autism Spectrum Disorders-School Support Program, McMaster Children's Hospital, Ottawa, Ontario, Canada, July 9, 2007. HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png Resources: Theimann, K. S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446. Utley, C. A., Mortweet, S. L., & Greenwood, C. R. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29, 1-23. HomeButton.png DirectionalButtons-Full.png wireframeOverlay-Content.png For additional information: Heidi Cooley-Cook Field Training Coordinator Kentucky Autism Training Center University of Louisville 502-852-6401 hacool01@louisville.edu Screen shot 2012-11-05 at 10.17.23 AM.png