angela, jacqueline and nicole

Peer-Mediated Instruction: 

Peer-Mediated Instruction Presentation By: Angela Slatinsky Nicole Miyashiro Jacquilyn Bordaje

Table of Contents: 

Table of Contents What is Peer-Mediated Instruction? What specific difficulties is the intervention appropriate for? Implementation of the Interventions Peer-Mediated Instruction in Elementary Setting Peer-Mediated Instruction in Secondary Setting Peer-Mediated Instruction Post-High School Conclusion References

What is Peer-Mediated Instruction?: 

What is Peer-Mediated Instruction? Alternative classroom arrangement Students take an instructional role with classmates or other students

What is Peer-Mediated Instruction?: 

What is Peer-Mediated Instruction? Four common characteristics: Students taught roles Students instruct Teachers monitor and facilitate Academic and social goals for all students

What is Peer-Mediated Instruction?: 

What is Peer-Mediated Instruction? Cooperative Learning (3-6 students) Students grouped by teacher Students share knowledge in group PMII Dyads (pairs) Students paired by teacher Students play tutor and/or tutee role

What is Peer-Mediated Instruction?: 

What is Peer-Mediated Instruction? Cooperative Learning Team Cooperative Learning Students remain in the same learning group for entire lesson Group and Re-group Students are in a specific group for only part of the time

What is Peer-Mediated Instruction?: 

What is Peer-Mediated Instruction? PMII Dyads Reverse Role Older students with disabilities instruct younger students with no disabilities Class-Wide Peer Tutoring Teams of dyads within the classroom environment Cross-Age Tutoring Older students with disabilities instruct younger, similarly disabled students

What specific difficulties is the intervention appropriate for? : 

What specific difficulties is the intervention appropriate for? For increasing: Academic achievement Social skills Communication skills Peer interaction

Implementation of the Interventions: 

Implementation of the Interventions Teacher support Peer training Paraprofessional training

Peer-Mediated Instruction in Elementary Setting: 

Peer-Mediated Instruction in Elementary Setting Social Engagement with Peers and Stereotypic Behavior of Children with Autism

Slide 11: 

Social Engagement with Peers and Stereotypic Behavior of Children with Autism Participants 3 boys with autism (ages 7-9) 12 boys without disabilities (ages 8-10) – “peers” Condition 5m x 4m play area with play materials Structured play: 10 minutes in defined section of play area with one set of materials Generalization sessions: Any section with any materials or at table (snack activity)

Social Engagement with Peers and Stereotypic Behavior of Children with Autism: 

Independent Variable Engagement in social interaction w/nondisabled peers Dependent Variable Stereotypic behavior of participants w/autism Design Multiple baseline design across participants and settings Prebaseline phase Assess level of stereotypic behavior of participants w/autism Only special education peers present Baseline phase 5-minute sessions of structured play w/2 peer buddies No teacher prompts or instructions given Social Engagement with Peers and Stereotypic Behavior of Children with Autism

Social Engagement with Peers and Stereotypic Behavior of Children with Autism: 

Design cont. Training phase Five 20-minute sessions w/nondisabled peers Taught four social skills concepts to be implemented amongst participants with autism Teachers used verbal discussions, questions for understanding, modeling, descriptions of examples, and role playing to train them Intervention phase Peers implemented new social skills concepts Training sessions discontinued # of teacher prompts decreased Social Engagement with Peers and Stereotypic Behavior of Children with Autism

Social Engagement with Peers and Stereotypic Behavior of Children with Autism: 

Results: Social initiations from peers in structured play setting increased immediately after training began Slight increase in generalization sessions Social engagement for participants w/autism increased throughout phases Differential effects on stereotypic behavior of each participant w/autism Social Engagement with Peers and Stereotypic Behavior of Children with Autism

Social Engagement with Peers and Stereotypic Behavior of Children with Autism: 

Social Engagement with Peers and Stereotypic Behavior of Children with Autism Results cont. When peer initiation intervention increased social engagement, levels of stereotypic behavior decreased Engagement in simultaneous oral/vocal and motor stereotypic behaviors was most directly affected Inverse collateral relationship between social engagement w/peers and stereotypic behavior

Social Engagement with Peers and Stereotypic Behavior of Children with Autism: 

Conclusion Although stereotypic behavior didn’t disappear entirely, it decreased as social engagement increased Engagement in a socially stimulating environment, rather than just physical interaction between peers alone, might have increased their social interest in their peers and their play situation This could have led to a decrease in stereotypic behavior Peer support programs should be built to train nondisabled peers to socially interact w/their autistic peers effectively To decrease the frequency of their stigmatizing behaviors and foster socialization Social Engagement with Peers and Stereotypic Behavior of Children with Autism

Peer-Mediated Instruction in Secondary Setting: 

Peer-Mediated Instruction in Secondary Setting Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities

Peer Support Arrangements for Adolescents with Disabilities: 

Peer Support Arrangements for Adolescents with Disabilities The purpose is to evaluate: Efficacy Implementation Social validity

Peer Support Arrangements for Adolescents with Disabilities: 

Peer Support Arrangements for Adolescents with Disabilities Questions: Do peer support interventions promote improvements in social interactions with classmates without disabilities relative to an exclusive reliance on individual assigned adults? How do the supports students with severe disabilities receive from their peers compare with those provided by paraprofessionals? How do students, paraprofessionals, and educators view the acceptability, feasibility of these support arrangements

Peer Support Arrangements for Adolescents with Disabilities: 

Peer Support Arrangements for Adolescents with Disabilities Participants: Criteria for students with severe disabilities Enrolled high school Receiving special education services under the category of intellectual disability or autism Enrolled in at least one general education class and receiving ongoing support from a paraprofessional Provide assent and parental consent to participate

Peer Support Arrangements for Adolescents with Disabilities : 

Peer Support Arrangements for Adolescents with Disabilities Participants cont.: James M, 16, African-American, intellectual disability, traumatic brain injury, 11th grade Bridget F, 16, African-American, Prader-Willi syndrome, 11th grade Brad M, 18, European-American, intellectual disability, hemiplegia, profound hearing loss, impaired vision, 12th grade

Peer Support Arrangements for Adolescents with Disabilities: 

Peer Support Arrangements for Adolescents with Disabilities Participants cont.: students without severe disabilities Nominated by teachers Would work well with the focal student Willing to provide support Interest in developing friendship Who might benefit from being a peer partner Had interacted with the students in the past

Peer Support Arrangements for Adolescents with Disabilities: 

Peer Support Arrangements for Adolescents with Disabilities Participants cont.: Grace-F, 19, 12th grade, Caribbean (James' partner) Katie -F,15, 10th grade, European-American (James' partner) Sarah- F, 18, 12th grade, European American (Bridget's partner) Lori- F, 17, 12th grade, Asian-American ( Brad's partner) Fran- F, 17, 12th grade, European-American ( Brad's partner) Sam- M, 15, 10th grade, European-American ( Brad's partner)

Peer Support Arrangements for Adolescents with Disabilities : 

Peer Support Arrangements for Adolescents with Disabilities Settings: High school consisted of 2,000 students High school with inclusive practice and community-based program Class 1: James in culinary class Class 2: Bridget in ceramic class Class 3: Brad in ceramic class

Peer Support Arrangements for Adolescents with Disabilities : 

Peer Support Arrangements for Adolescents with Disabilities Experimental Design and Procedures: Multiple baseline design across participants Peer-related social outcome data Intervention implementation across students Compared academic engagement, social support behaviors, and contextual variable across conditions

Peer Support Arrangements for Adolescents with Disabilities : 

Peer Support Arrangements for Adolescents with Disabilities Experimental Design and Procedures Cont.: Baseline condition Observed typical classroom activities Paraprofessionals and students in close proximity Peers proximity to students were inconsistent

Peer Support Arrangements for Adolescents with Disabilities : 

Peer Support Arrangements for Adolescents with Disabilities Experimental Design and Procedures Cont.: Intervention Condition Interventionist held meetings with peer partners and paraprofessionals Peer partners sat in close proximity to focal student Paraprofessional continued support for focal student Paraprofessional faded exclusive support

Peer Support Arrangements for Adolescents with Disabilities : 

Peer Support Arrangements for Adolescents with Disabilities Dependent Measures and Recording: Partial-interval recording To document student’s social interaction Momentary time sampling To document academic engagement and collect information about the classroom context

Peer Support Arrangements for Adolescents with Disabilities : 

Peer Support Arrangements for Adolescents with Disabilities Dependent Measures and Recording Cont.: Social interaction Any verbal or nonverbal behavior produce by a focal student and directed toward a specific person or produced by another person and specifically directed toward a focal student Academic engagement When actively attending to the teacher, activities, or materials using verbal and/or nonverbal behaviors

Peer Support Arrangements for Adolescents with Disabilities : 

Peer Support Arrangements for Adolescents with Disabilities Dependent Measures and Recording Cont.: Contextual variable Coded instructional format- large group, small group, independent work, no instruction, gone, proximity Support behavioral checklist Document the occurrence of support behaviors directed from peers and paraprofessionals

Peer Support Arrangements for Adolescents with Disabilities : 

Peer Support Arrangements for Adolescents with Disabilities Results: Peer interaction Increased social interaction for all 3 students with disabilities Interaction with adults All 3 students had fewer interactions with their paraprofessionals

Peer Support Arrangements for Adolescents with Disabilities: 

Peer Support Arrangements for Adolescents with Disabilities Results cont.: Support behaviors of peer partners and paraprofessionals proximity to paraprofessionals decreased proximity to their peers increased Academic engagement Remained generally comparable across conditions Social validity All peer partners reported positive experiences Paraprofessionals reported benefits for both students and their peer partners

Peer Support Arrangements for Adolescents with Disabilities: 

Peer Support Arrangements for Adolescents with Disabilities Conclusion: Findings of study strengthened support for the acceptability and feasibility of peer-mediated interventions The number of social and communication opportunities increased Peers can be supportive when given initial information and guidance Academic engagement remained the same- not higher with peer support

Peer Mediated Instruction Post-High School : 

Peer Mediated Instruction Post-High School Peer Mediated Instruction with Adults with Mental Retardation

Slide 35: 

A study was conducted in a community living home on the effects of peer mediated instruction with adults. It was theorized that since it was proven effective with children in school settings it was feasible that it should translate to adults in independent living settings. The study entailed having a peer instruct another on completing 4 domestic tasks. Baseline data was taken on instruction given by staff. Peer Mediated Instruction with Adults with Mental Retardation

Slide 36: 

Four Domestic Tasks: 1. Setting the table for dinner 2. Taking out the trash 3. Preparing a meal 4. Washing clothes in a washing machine Each task was divided into sequential steps called a “task completion checklist” Peer Mediated Instruction with Adults with Mental Retardation

Slide 37: 

Intervention: John was enlisted as a helper to Steve John was told to instruct Steve in the same manner as staff giving only verbal prompts but not to physically assist Steven The results were in all 4 of the domestic tasks prompts were less with John providing the instruction than they were with staff The results with the first three tasks were immediate, with the fourth task, laundry, having more steps being a more gradual yet steady decline Peer Mediated Instruction with Adults with Mental Retardation

Slide 38: 

Peer Mediated Instruction with Adults with Mental Retardation Baseline Table setting-2.8 Trash removal-2.2 Meal Prep- 2.0 Laundry-5.1 Intervention Table setting- .16 Trash Removal-.20 Meal Prep-.05 Laundry-2.5 Data:

Slide 39: 

Conclusion: Steve had an immediate and measurable response to peer mediated instruction from John Steve met the staff’s prompts with reluctance and resistance Steve met John’s instruction with compliance It was theorized that John’s instruction could be seen as new and a novelty It was also theorized that the social interaction that Steve received from John was more pleasurable than the instruction he received from staff Peer Mediated Instruction with Adults with Mental Retardation

Conclusion: 

Conclusion Appropriate for multiple ages and grade levels Preschool Elementary School Secondary School Post-High School Positive effectiveness on the whole Improve social skills and relationships Teachers and students must work together

References: 

References Carter, E.W., Moss, C.K., Hoffman, A., Chung, Y.,& Sisco, L. (2011).  Efficacy and social validity of peer support arrangements for adolescents with disabilities. Council for Exceptional Children, 78(1), 107-125. Hibbert, D., Kostinas, G., & Luiselli, J. K. (2002). Improving skills performance of an adult with mental retardation through peer-mediated instructional support. Journal of Developmental and Physical Disabilities , 14 (2), 119–127. Lee, S., Odom, S. L., & Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9 (2), 67-79. Peer-Mediated Instruction and Intervention | National Center on Accessible Instructional Materials. (n.d.). Retrieved September 27, 2011, from http://aim.cast.org/learn/historyarchive/backgroundpapers/peer-mediated_instruction

Thank You!: 

Thank You!