Peer to Peer Support Programming for Students with Autism Spectrum Disorder

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

2. Social Competency and ASD • Students 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) and interfere with the development of peer relationships. • 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. • In order for children with ASD to be independent and successful in general education settings and future employment, they require skills that allow them to interact with others.

3. Social Competency and ASD • Educational programming for students with ASD should include goals for improving social skills with both adults and peers (National Research Council, 2001). • The majority of the research targeting social skills training applies to preschoolers and children of early elementary age. • Weiss 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.

4. Social Competency and ASD • The more traditional approaches to teaching social skills have not been highly effective as indicated in a meta analysis conducted by Bellini et al., (2007). • 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). • The National Research Council report (2001) recommended that students with ASD be taught skills in natural contexts.

5. Social Competency and ASD Research summarized by Rogers (2000) and others indicate an important shift in the field of ASD, from an emphasis on adult-directed instructional strategies, to peer-mediated interventions. Numerous studies have demonstrated the effectiveness of peer-mediated strategies to facilitate social interactions in students with ASD.

6. Social Competency and ASD • We must identify ways to advance the use of peer-mediated intervention programs and improve generalizability of peer-based interventions • Many peer-mediated intervention programs are too narrow in scope, such as the Circle of Friends approach, to produce significant long-term impact on participants. • One suggestion is the use of multiple peers in various settings to improve generalization (Kamps et al., 1997; Kamps et al., 2002). • A second suggestion is providing more time for instruction and social interaction with typically developing peers, a strategy that will likely result in both quicker skill acquisition and better maintenance of improvements (Strain, Kohler, Storey, & Danko, 1994).

7. Peer to Peer Support for Students with Autism Spectrum Disorder • Why is it important to develop peer to peer support programs? • What are the processes and procedures needed to implement a peer to peer support program? • Recruitment, Training and Maintenance • What if you have one student with ASD in the building vs. having several students with ASD? • What is the process that must occur for general education students to connect with students with ASD?

8. Two Primary Goals for Students with ASD – Same for all Students in Public Education • Socialization Skill Development • Independent Functioning

9. Change the Culture of a Building, District, Community • Not all students are bold • Bullies = Great Peer to Peer Support Students • Knowledge is Important • Information is Important • Intimidation by Staff = Developmental Level • Jerimiah – Building Culture • Byant – K- Mart – Community

10. 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

11. Peer to Peer SupportsARE NOT… • There to Tell the Students with Autism what to Do • Paid Staff • Aides

12. Peer to Peer Supports Are… Participants… They are kids They Are there to Act and Be Kids

13. “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”

14. Cognitive Level Does Not Increase/Impact Social Skill Understanding

15. Two Ways to Address A Socialization Deficit • Utilize 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.

16. Goals for Students with ASD Socialization Skills Independent Functioning

17. Philosophical Departures 1. If you exist - you have entry level skills. 2. Same aged/Cross Aged Peers moderate behaviors of students with autism. 3. Abandon existing educational technology. 4. General Education Curriculum - Partnering 5. Experimental Approach

18. Purpose of Socialization as an Instructional Variable • Modeling • Participation • Social Learning Theory

19. Social Learning TheoryAlbert Bandura • Attention • Retention • Reproduction • Motivation

20. Socialization Opportunities • Staff Modeling – Gilbert Grape • Students With Autism Must Be Approachable • The Network • Medium of Exchange

21. Staff Have to Get Better at Modeling Appropriate Behavior • Crisis Behavior – Do You Have a Plan (Fire Drill vs. Crisis Student Behavior) • Professional Staff Managing Crisis Behavior… • Students with ASD are always going to have Crisis Behavior….Staff must prepare

22. Emergency Evacuation Plan • Systematic Response to Behavior • Peer to Peer Support Students must know what to do and where to go in the event of significant behavior • Must know and Practice • Allen Drills

23. Students with ASD and Staff Responsibilities

24. Socialization Opportunities • Staff Modeling – Gilbert Grape • Students With Autism Must Be Approachable • The Network • Medium of Exchange

25. Students with ASD must be Approachable • Socially Appropriate Dress -Barbie Boots -Jelly Bean • Behavioral Issues -Safety -Stereotypical behaviors • Social Issues – Picking Nose, Spitting, etc.

26. Socialization Opportunities • Staff Modeling – Gilbert Grape • Students With Autism Must Be Approachable • The Network • Medium of Exchange

27. The Network • Do the peer to peer students go beyond the school day? • Personality of the Student with ASD • Climate of the School Building and the Community • Ian and the Grocery Store • Dan and the Casino • Ryan’s Party

28. Socialization Opportunities • Staff Modeling – Gilbert Grape • Students With Autism Must Be Approachable • The Network • Medium of Exchange

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

30. Medium of ExchangeRain Man Example • Creating Connections • Medium of Exchange as an Avenue for Opportunity • Organizing the Student with Autism • Realization of Skills and Where they fit within the Community Available to the student with Autism

31. Medium of Exchange Material A.I. StudentLINK Student

32. Examples of Medium of Exchange • General Education Curriculum • Encyclopedic Interests • Computer Interests and Related Technology • Nintendo • Computer Games • Jigsaw Puzzles www.jigzone.com • UNO, Topple, Trouble, Jenga, Simon • Top 40 Music • T.V. Show Theme Songs

33. What Connects You with Other People? What are Characteristics Interests of a Significant Person in your Life? What are your Characteristics/ Interests? What is the Same?

34. Now The Peer to Peer Student… Is in Life.

35. Medium of ExchangeVerbal Fascinations Example of Utilizing Student Interest to Develop a Medium of Exchange • Movies - Matt • Nose Game - Robert

36. Medium of ExchangeSensory Preoccupations An Example of Utilizing Students Sensory Preoccupation to Develop a Medium of Exchange • Tape – Tattoos – Emily • Spinning Objects – Russell

37. AwakeningsMedium of Exchange • Try to discover the interest areas of the student with autism to develop mediums • Motor Planning and Organization • Staff and LINK Students may need to initiate the medium in the environments for students with autism • Staff and LINKS are excellent resources in developing new mediums

38. Behavior of the Student with Autism and the Medium of Exchange • Allow Behavior (Interest Area) to Occur • Follow the Lead (Student with ASD or LINK Student) (Connor) • Develop the Medium (Ryan)

39. LINK Program Benefits Students with Autism • Peer Support • Socialization Skills • 1:1 Support • Velcro Buddies • Age Appropriate Expectations • Independence

40. Organizational Skills Diversity Collaboration Self Esteem Additional General Education Content Problem Solving Connection to School Responsibility LINK Program BenefitsLINK Students

41. Reciprocal Benefits 1. Opportunities for learning in both populations of students. 2. Growth occurs in both populations. 3. Cost effective and productive.

42. Hoop Dreams

43. SCAMP – Peer to Peer Support