Peer-Mediated StrategiesAgendaConducting My SearchWhat are Peer Mediating StrategiesWhy Focus so Much on Socialization with PeersExplanation of DeficitTeaching Strategies for Children with AutismSlide 8Interesting concepts in why peers do not interact with children on the SpectrumTypes of Peer-Mediated StrategiesSlide 11Peer Tutoring/ BuddyIntegrated Play GroupsSlide 14Group-Oriented ContingencyTeaching Peers Social Skills StrategiesInitiation Training for PeersPeer NetworksPivotal Response TrainingConceptual Analysis 4-Term ContingencySocial Skills in a classroom using Peer BuddyClass Example using 4-Term ContingencyVideoReferencesIan James Nutkis Ian James Nutkis Summer 2008Summer 2008Caldwell CollegeCaldwell CollegePeer-Mediated Peer-Mediated StrategiesStrategiesAgendaAgendaBrief Description of ResearchBrief Description of ResearchIdentification of SourcesIdentification of SourcesComponents of Teaching StrategiesComponents of Teaching StrategiesReferencesReferencesConducting My SearchConducting My SearchPsych INFOPsych INFOEBSCOEBSCOKey words for searchKey words for searchPEER MEDIATED STRATEGIESPEER MEDIATED STRATEGIESPEERSPEERSSIBLINGSSIBLINGSPEER MODELSPEER MODELSWhat 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 behaviorPromote Peer efforts by arranging environments to provide Promote Peer efforts by arranging environments to provide optimal interaction and respondingoptimal interaction and respondingTeach typical peers to reinforce target behaviorsTeach typical peers to reinforce target behaviorsTeach peers how to initiate social interactionsTeach peers how to initiate social interactionsProvide 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 will Without appropriate social skills children will be more likely to engage in be more likely to engage in problems problems behaviorbehaviorAs the child becomes older and life calls for As the child becomes older and life calls for more socialization an increase in more socialization an increase in anti-social anti-social behavior may increasebehavior 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 maturesmaturesPeer-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 students in the General Education setting has become the new focus treatments for children with become the new focus treatments for children with AutismAutismPierce & Schreibman, 1997b conducted a study Pierce & Schreibman, 1997b conducted a study where they recorded interactions between general where 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 reinforcementInteresting 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 perceives Affect/Effort Theory: Based on how the peer perceives the child’s physical invitation to interact will result in the child’s physical invitation to interact will result in how much effort they make to initiate an interaction how much effort they make to