Peer to Peer Support Programming for Students with Autism Spectrum Disorder - PowerPoint Presentation

1. Peer to Peer Support Programming for Students with Autism Spectrum Disorder

2. What is Peer to Peer

3. Stress Indicator Please study the following slide carefully.You should see two identical dolphinsdiving simultaneously in the ocean.If not, it may indicate that you are undera lot of stress.

4. Stress Indicator

5. Peer to Peer Support for Students with Autism Spectrum DisorderWhy?? What are the processes?? What is the process (medium) for general education students to connect with students with ASD? Recruitment, Training and MaintenanceOne vs. Several Students?

6. Social Competency ResearchStudents with adequate social skills are more likely to have positive outcomes, while significant social difficulties place the child at risk for developing later problem behaviors (Koegel, Koegel, & Surratt, 1992). (Accepted with Typical Peers – ASD) Venter, Lord, and Schopler (1992) conducted a study of children with autism and found that social skills during childhood were strong predictors of adult adaptive functioning.

7. Social Competency ResearchEducational programming for students with ASD should include goals for improving social skills with both adults and peers (National Research Council, 2001). EBP – NOT A CHOICEWeiss and Harris (2001) refer to the scarcity of research targeting social skill development in adolescents and older students.Many interventions targeting social skills development have inadequately addressed the social validity of outcomes.

8. Evidence-Based Peer Mediated Instruction/ Intervention

9. Social Competency ResearchThe more traditional approaches to teaching social skills have not been highly effective as indicated in a meta analysis conducted by Bellini et al., (2007). BRIANMany peer-mediated intervention programs are too narrow in scope, such as the Circle of Friends approach, to produce significant long-term impact on participants. Efforts to successfully teach social skills to students with ASD can be undermined by problems with generalization to new settings, people, and materials (Parsons & Mitchell, 2002; Zager & Shamow, 2005).

10. What Does This Research Mean To Us?

11. Social Competency and ASDResearch summarized by Rogers (2000) indicate a shift in the field of ASD, from:Adult-Directed Instructional StrategiesTOPeer-Mediated InterventionsNumerous studies have demonstrated theeffectiveness of peer-mediated strategies tofacilitate social interactions.

12. Social Competency and ASDThe National Research Council report (2001) recommended that students with ASD be taught skills in natural contexts. One suggestion is the use of multiple peers in various settings to improve generalization (Kamps et al., 1997; Kamps et al., 2002). DON’T LIKE ALL PEERS

13. Social Competency and ASDAnother suggestion is providing more time for instruction and social interactionwith typically developing peers a strategythat will likely result in both quicker skillacquisition and better maintenance ofimprovements (Strain, Kohler, Storey, &Danko, 1994). NOT COOL

14. Evidence Based Practices: Social Skills and Peer Mediated Instruction and Intervention“Peer mediated instruction and interventionhas been shown to have positive effects onacademic, interpersonal and personal-socialdevelopment and may be the largest andmost empirically supported type of socialintervention for learners with ASD”(Bass & Mulick, 2007; Maheady, Harper & Mailette, 2001; McConnell, 2002)

15. Goals for Students with ASDSocialization SkillsIndependent Skills

16. Development of the ConceptLocal School District - 7000 Students40 Miles North of Detroit, Oakland County, MichiganCenter Program for Students with Autism13 Local School Districts in Oakland CountySend Students to the Autistic Program

17. History of the Autistic Program1987 - Elementary1990 - Middle School1992 - High School1993 - Pre-Primary Program1994 – 2nd Elementary1996 - Post High School Program 1999 – 2nd Middle School

18. Two Things We Were Doing OK4th and 5th Grade Students coming down during indoor recess.Weekly team meetings…True Brainstorming: all ideas are good ideas and the best idea in the room stays on the table

19. Beginning Stages of Students with StudentsLetter, Number, and Color GamesCommon Goal for both sets of studentsReinforcing to both students with ASD and general education studentsIn beginning stages use food as a motivator

20. Evolution of the Clarkston Autistic ProgramReverse Mainstream > > Moderated BehaviorIntegration > > Behavioral SystemsIntegration > > Academic SystemsIntegration > > Socialization SystemsReverse Mainstream > > Curriculum Makeover

21. Evolution of the Clarkston Autistic ProgramReverse Mainstream > > Moderated BehaviorReverse Mainstream > > Curriculum MakeoverIntegration > > Behavioral SystemsIntegration > > Academic SystemsIntegration > > Socialization Systems

22. The LINK Program1990 – 17 Study Hall Volunteers2002 – 800 General Education Students 72 Students with ASD Utilizing the Most Appropriate Resource in Public Education to Teach Social Skills to Students with ASD

23. Post High School Vocational PlacementsOakland University - LibraryACO Hardware Independence Township LibraryBank One - ClarkstonDunkin’ DonutsSubway

24. Post High School Vocational PlacementsF.Y.E. - Great Lakes CrossingTargetOATS Horse FarmC.C.A.William Beaumont HospitalThe GreeneryOvertyme Restaurant

25. Philosophical DeparturesIf you exist - you have entry level skills.Same aged/Cross Aged Peers moderate behaviors of students with ASD.Abandon existing educational technology.General Education Curriculum - PartneringExperimental Approach

26. Two Primary Goals for Students with ASD – Same for all Students in Public EducationSocialization Skill DevelopmentIndependent Skills

27. Change the Culture of a Building, District, CommunityNot all students are boldBullies = Great Peer to Peer Support StudentsKnowledge is ImportantInformation is ImportantIntimidation by Staff = Developmental LevelJerimiah – Building Culture Byant – K- Mart – Community

28. 10 Things You Did this Morning Before You Sat Down at this Presentation!Please write down your list of 10 things you did this morning on a piece of paper…please share those ideas with your group

29. Ten Things You Did This Morning

30. Please Report Your ScoreGroup Discussion

31. It is Social and Independent Skills that Student’s Learn in Public EducationJust ask your typically developing child!Just ask your typically developing niece or nephew!Just ask your students with special needs! (if they had the chance)

32. Peer to Peer SupportsARE NOT…There to Tell the Students with Autism what to DoPaid StaffAides

33. Peer to Peer Supports Are…Participants…They are kidsThey Are there to Act and Be Kids

34. “Educators, even the most well-meaning and attentive, remain anthropologists of – not participants in – student life.” Paula Kluth“You’re Going to Love This Kid”

35. Two Ways to Address A Socialization DeficitUtilize social skills curriculum to teach isolated social skills to students with autism spectrum disorder in specific settings and then practice isolated skills in a generalized setting.Teach general education students about autism spectrum disorder and specific information about students with autism spectrum disorder in their building. Develop tolerance and acceptance within the general education population. Students with autism spectrum disorder will then be able to practice social skills in all settings within the building gaining competency in natural environments.

36. Peer to Peer Support ProgramsTeach general education students about Autism spectrum disorder and specificinformation about students with autism spectrum disorder in their building. Develop tolerance and acceptance within the generaleducation population. Students with autismspectrum disorder will then be able to practice social skills in all settings within the building gaining competency in natural environments.

37. Simmons-Mackie and Damico(2003)“Describe that “social skills, when dissected into parts lose their overall contribution towards creating social competence. Once the skills are taken out and treated as a skill, they are no longer working as part of a social framework”

38. LINK ProgramPeer to Peer SupportRecruitmentTrainingMaintenance

39. Recruitment of the Peer to Peer Support Students

40. Example Pamphlet

41. Example Pamphlet

42. You Will Have to Develop Your Own Description of a Peer to Peer Support Program for Individual Students in Your Program/Building

43. Example Pamphlet

44. Example Pamphlet

45. Making Information Available about the Peer to Peer Support Program Create a Brochure describing the program you are offering…This Brochure must include: -The purpose of the Peer to Peer Support Program - The Special Education Staff in Charge of the Peer to Peer Support Program - Benefits for the General Education Students - Benefits for the Students with ASD

46. Example LINK information

47. Example Pamphlet

48. Design a Brochure for your peer to peer support programWhat will your brochure look like for your peer to peer support program?15 minutes - P.O.C.

49. LINK Program RecruitmentElementary RecruitmentLooks different depending on your program/target student’s needs.Same-aged?Cross-aged?MS/HSDon’t forget about Alternative Programs!

50. Steps for RecruitmentProvide information about ASD and specific students with ASD in the building to the General Education StudentsProvide interested volunteers a permission slip (pulling LINKS out of class)Collect the slipsOrganize and schedule the peers throughout the day

51. Example Permission Slip

52. Peer to Peer: THREE FIRES ELEMENTARYYOU ARE AWESOME!

53. WHAT IS LINKS?A FRIENDA MENTORSomeone that a friend can count on! KIDS HELPING KIDS!

54. LINKS TEACHERSMs. DamonMrs. NewsteadMrs. WillisMs. HutchinsonMrs. SmithWhere do you find us?? GUIDANCE OFFICE

55. WHO IS A LINK?YOU!!YOU are the LINK!When we talk about the friends we are helping we will refer to them as “friend” or “buddy.”

56. WHAT DO I DO AS A LINK?PLAY with your friend!HELP your friend!SUPPORT your friend!!PARTICIPATE in the class you are in with your friend! If a friend is doing a worksheet…you are too! If a friend is writing in a journal…you are too!!

57. WHAT DO WE WANT FROM YOU?BE KIND!!MODEL nice behavior for ALL.LISTEN to teachers.Have FUN!!!

58. WHO WILL BE MY FRIEND?You may have one friend.You may have 2-3 friends.You may be in a classroom of 5-8 friends.

59. A LITTLE ABOUT AUTISM

60. CONFIDENTIAL: WHAT DOES THAT MEAN?We DON’T talk about our friends behind their backs.We DON’T talk about our friends learning differences.If it is not nice…don’t say it!We DO talk about our friend and all of the really cool things about them!We DO talk about how we can get our friend MORE friends!!

61. SUPER POWERS AND STRENGTHS

62. WHAT PEOPLE WITH LEARNING DIFFERENCES WANT…Everything you do!!Friends…someone to play with!To do well in school!To be liked!

63. INTERESTSDrawingLegosVideo GamesArtPokemonDinosaursInformation about SportsBooks

64. WHAT YOU MAY “SEE” WHEN HELPING YOUR FRIENDCommunication and Language Use…Think it Don’t Say It!SocialBehavior

65. I NEED HELP SO I CAN…Talk to the classroom teacherAsk a question in the LINKS folder in the Guidance OfficeVisit a LINKS teacherFill out my weekly feedback forms!

66. BE CONFIDENTIAL… WHAT DOES THAT MEAN AGAIN?THIS is IMPORTANT!

67. Case Conferences: MONTHLY MEETINGSDuring your lunchCelebrationsFun activitiesIdeas?You will have your schedule in October and know who your new friend is.

68. Questions?Do you have any questions?

69. Developing a Peer to Peer Support ProgramsElementary Quick Guide (Purple Manual)

70. Steps to Implement Peer to Peer

71. Template for Developing a Peer to Peer Support Program at the Elementary Level that Goes Beyond Lunch and Recess

72. How and Where Do You Find Peer Supports for Your Students?Child Study Teams/Building Team MeetingsAsk General Education Teachers for Student VolunteersAsk for Student Volunteers (at Lunch and Recess)Cross Age and Alternative High School Students

73. A Checklist for Developing a Peer to Peer Support Program at the Secondary Level

74. LINK Program RecruitmentSecondary RecruitmentAt Risk StudentsMake a CommercialSports TeamsAlternative High School StudentsNational Honor SocietyStudent GovernmentMake it a Class

75. Questions or Comments about Recruitment of Peer to Peer Supports?Where will your team recruit peer to peer supports? Profile of Change

76. Definition of Medium of ExchangeThe medium of exchange is any material, task, prop, interest area, etc. that connects a student with autism to a general education peer or staff personTypically the medium of exchange is something that does not require language for the connection or interaction to occur

77. Medium of ExchangeRain Man ExampleCreating ConnectionsMedium of Exchange as an Avenue for OpportunityOrganizing the Student with Autism Realization of Skills and Where they fit within the Community Available to the student with Autism

78. Medium of Exchange

79. Examples of Medium of Exchange General Education CurriculumEncyclopedic InterestsComputer Interests and Related TechnologyWIIComputer GamesJigsaw Puzzles www.jigzone.comUNO, Topple, Trouble, Jenga, Simon Top 40 MusicT.V. Show Theme Songs

80. What Connects You with Other People?

81. That is the Concept of Medium of ExchangeWhat it is for you is what it is for the students with ASD

82. What Connects Students with ASD and Typically Developing Students?

83. Medium of ExchangeVerbal FascinationsMovies - MattNose Game – RobertNo Pink – Robert

84. Medium of ExchangeSensory PreoccupationsAn Example of Utilizing Students SensoryPreoccupation to Develop a Medium ofExchangeTape – Tattoos – Emily Spinning Objects – Russell

85. AwakeningsMedium of ExchangeTry to discover the interest areas of the student with autism to develop mediumsMotor Planning and OrganizationStaff and LINK Students may need to initiate the medium in the environments for students with autismStaff and LINKS are excellent resources in developing new mediums

86. Behavior of the Student with Autism and the Medium of ExchangeAllow Behavior (Interest Area) to OccurFollow the Lead (Student with ASD or LINK Student) (Connor) Develop the Medium (Ryan)

87. Medium of Exchange Role Play

88. Scenario #1

89. Scenario #1 - Important PointsThe color might be the most important attributeTry to find pink in the puzzleTry to find a game that has pink in itIf it is the nail polish and the dolls….then what?How do you incorporate this into the life of the students with ASD and the general education students?Create the mediums!

90. Scenario #2

91. Scenario #2 – Important PointsEducating the general education students about the baseball call that was made the previous evening.Understanding that the call was wrong… unfortunately the student with ASD is not as knowledgeable of thatFind the other baseball junkies in the roomCreate opportunities based on the student with ASD detailed approach to the game.

92. Scenario #3

93. Scenario #3 – Important PointsAnimals might be the most important.Anything in the news to highlight the animal pointAnimated videos with animals.ASD student explaining the purpose of the animals used in “Chicken Run”, “Babe…Pig in the City”, and “Madagascar”Typical students are intrigued by the information shared in cartoonsConnecting the general education student with the student with ASD.

94. Scenario #4

95. Scenario #4 – Important PointsSometimes you have to learn about the student with ASD’s interest.Understand why the student with ASD is so intrigued by the information.Create a bridge to the typically developing student.Sometimes you have to do your homework!You are the bridge between the student with ASD and the Typical student

96. Scenario #5

97. Scenario #5 – Important PointsBring important (middle school) spinning objects to the lunch tableLet the general education students bring their own spinning objects to the lunch tableThe spinning object becomes the medium of exchangeGet out of the way…most Middle School Students know how to make this happen

98. Scenario #6

99. Scenario #6 – Important PointsSometimes as a professional…we have to create the medium.Students with ASD can not be so involved…the professional staff might say…I have no idea what the medium might be.Sometimes the medium will be created by the professional staff (Create what isn’t there)Medium of exchange is always the product of the interest of the typical students…The staff has to create the Medium of Exchange.

100. Teacher and Medium of Exchange Teacher and Medium of Exchange

101. Questions or Concerns about Medium of ExchangeDetermine a Medium of Exchanges for the Students You Work WithP.O.C. – 20 Minutes

102. Peer to Peer SupportThis program emphasizes treating students with dignity, having a systematic problem solving approach, providing social learning opportunities, and acknowledging the LINKS as the glue to make the delivery system possible.

103. Care for the studentRespect for the Disability

104. LINK Program Benefits Students with AutismPeer SupportSocialization Skills1:1 SupportVelcro BuddiesAge Appropriate ExpectationsIndependence

105. LINK Program BenefitsLINK StudentsOrganizational SkillsDiversityCollaborationSelf EsteemAdditional General Education ContentProblem SolvingConnection to SchoolResponsibility

106. Win-Win

107. Reciprocal Benefits1. Opportunities for learning in both populations of students.2. Growth occurs in both populations.Cost effective and productive.School Culture