Peer Network Training Components
General Modeling and Helping Behaviors
define peer roles: confederates, initiators, monitors, praisers, tutors, playmates
Activity-based Social Programs
toy play, games, fun for children and adults
Social Skill Support
scripts, individual skills in booster sessions
prompt cards words or pictures
Behavior Support
token systems, contracts
help cards, response cost for inappropriate behaviors
typical behavior management system as during instruction
Reinforcement Systems
unintrusive but visual
peers -reinforcement systems FUN! FUN! FUN!
targets -reinforcement of acquisition (dense schedules)
plan maintenance and generalization
Weekly Peer Group Meetings
recognition: peer input, new ideas & activities
what's working, what's not
additional reinforcement (attention, meals, popcorn, pop)
Generalization to Other Settings
speech therapists, adaptive PE teachers, music teachers
parent input & involvement in IEP goals
parent training with siblings, neighborhood
networks/children after school - community outings
A1 - Script Writing
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Potential Goals
1. r(s) for 3 minutes before changing topics during one 10 minute session per day.
2. Given scripts (picture activity schedule) that incorporate preferred topics, _____ will choose
and follow one script during one social situation per day.
3. ____ will participate in a structured social group incorporating age-appropriate games with
his peers, showing interaction (talk, play, share exchanges) at least 50% of each session in three
30-minute sessions per week.
4. ____ will participate in 2 peer network activities per day with a minimum of 3-4 peers,
showing interaction (talk, engagement, share exchanges) at least 50% of the session.
5. Given available age-appropriate toys (blocks, puzzles, dramatic play materials), ____ will be
appropriately engaged in the task with a least 2 peers for 50% of the session (to 75% to 90%).
6. During toy play activities, 4 times per week ____ will interact with peers, appropriately using
the toys a minimum of 50% of the session.
7. During toy play, games, and other social situations ____ will use appropriate verbalizations
(play organizers, share requests, help offers & requests, polite phrases, commenting phrases) at
25% over baseline increasing to 50% , 75%).
8. During centers and free play, ___ will request items, assistance, exchanges using the
Augmentative System (e.g., PECS) during 50% of the opportunities (75%, 100%).
9. During morning routine, ____ will greet 3 peers by name using the phrases “Hi” and “How
are you”, and respond to “How are you” for 5 consecutive mornings (will greet 6 peers rotating
among class members until all names are known).
10. ____ will engage in a structured recess game (soccer, basketball, tag, catch), exhibiting peer
interaction for a minimum of 50% of the recess.
11. ____ will learn to use appropriate responses (ask for help, requesting a break, etc. using
words or picture cards) to communicate with his teachers and peers when in frustrating situations
80% (to 100%) of opportunities occurring naturally throughout the day.
12. ____ will engage in a small peer tutoring group 4 times per week, exhibiting sight word
reading with his peer for a minimum of 15 minutes.
A1 - Script Writing
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Recommendations for the Implementation of Social Skills Training
Before the training session:
1. Select the skill you will teach.
2. Select activities and play materials, academic games, etc.
3. Select monitoring and reinforcement system (e.g., stars, stickers, etc.).
During the training session:
1.
2.
3.
4.
5.
Arrange children in groups of 4, including one child with disabilities and 3 typical peers.
Distribute materials among groups.
Distribute feedback sheets among children.
Set timer for 10 minutes.
Teach one social skill at a time. The suggested teaching format is as follows:
a. Teacher says skill - Group repeats (choral).
b. Teacher says each component of the skill -Group repeats.
c. Teacher models skill with the children:
* Examples -Children respond if it was correct and why.
* Non-examples -Children respond if it was incorrect and why.
d. Children practice together -Teacher supervises groups and gives feedback.
e. Groups report examples (one each).
f. Teacher reviews skills and gives general feedback.
6. Tell the children they have 10 minutes to play with their friends (set the timer).
Clarify the rules:
a. Stay in your group, be nice to your friends, and be polite.
b. Practice the skills that you just learned.
c. Make sure all the children in your group are playing.
7. Supervise groups. Give frequent verbal feedback:
a. Reinforce (both verbal and tangible: stickers, stars, etc.) correct use of the
skills and compliance with all the rules.
b. Correct misuse of the skills.
c. Help children when needed: clarify games, skills that have not been taught, behavior
problems, etc.
8. When the time is finished:
a. Collect feedback sheets and materials.
b. Review feedback sheets with the whole group.
c. Briefly review skills taught.
A1 - Script Writing
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Use peer suggestions and be responsive to peer comments.
* Sample Activities for Peer Networks *
Social Games
Academic Games
Help with Assignments
Calendar Group/Morning Circle
Recess
Lunch
Free Time Activities
Field Trips
Class Parties
Special Interest Clubs
School Events
Social Skills Groups
Office Helpers
Boys & Girls Clubs (Scouts)
Music, Dance, Band
Sports Groups
A1 - Script Writing
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Peer Networks - Tips
Juniper Gardens Children’s Project
1.
Planning your network:
Work closely with the regular education teacher. Make decisions with her,
invite her to see the group, encourage her, thank her, compliment her, explain to her the
importance of her cooperation and the difference she is making in the student’s life!!!
Determine network schedule with regular education teacher.
Select socially appropriate, interested peers. After informing the peers
about the purpose of your group they will tell you if they want to participate. Some will
tell you they are not interested!
Select skills for training according to the needs of your target student and
the age or abilities of the peers: getting student’s attention, giving instructions,
prompting (demonstrations, tapping on arm, guiding hand to materials), what to do
when disruptive, using names, etc.
Select social activities with students’ input; offer alternatives and have
them choose (e.g., games for a play group: memory, don’t spill the beans, ants in the
pants; games for recess: tag, follow the leader, basketball; lunch; (etc.) Adapt
rules/requirements to student’s abilities; consult peers. Make sure you have fun and
flexible activities.
Start with a small group in a more controlled setting: defined area, several
(2-4) fun activities to choose from, specific skills to practice.
Establish feedback system according to the students’ age and interests,
social activity (functionality of the system when the students are engaged in the activity),
and teacher availability (who will provide feedback and teacher: student ratio).
With older students (4th grade and up) a weekly peer meeting is fun. They
can discuss their successes and their problems. A notebook for the session, with the
peers rotating as note takers seems to catch their interest and leaves a permanent
record of their meetings. Snacks are very attractive at this time.
Determine other materials when appropriate, like self-monitoring systems,
tangible reinforcers for target student and/or peers, notebooks for group meetings,
snacks.
Select 3 or 4 other available social settings where the network can meet
on a voluntary basis. Start more structured activities in these settings (adding one at a
time) when the peers feel comfortable at the first setting, when skill usage is
appropriate, and when consistent higher interactions are observed. Teacher
intervention should be progressively less intrusive, limited to visual feedback during the
session, and providing verbal feedback and support after the session.
2.
Implementing your network:
Meet with the peers to clarify objective of the group, rules (good models,
cooperative, willing to work with the group and the target student, voluntary
participation); clarify the schedule, answer student questions. Start with a relaxed, open
and organized environment.
A1 - Script Writing
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Start training sessions: define the skill, model, teacher-student practice,
student-student practice, verbal feedback.
Practice social activities/games and correct use of the skills with whole
group. Model, and offer feedback and lots of reinforcement/approval/encouragement!
Demonstrate possible problem situations and possible solutions.
When the network meets, stay apart from the group as much possible.
Different target student’s skill levels will require different levels of intervention. Provide
assistance as needed to promote positive interactions: model, have the students
practice, prompt responses and/or initiations by the target student when appropriate.
Assistance should avoid interfering with student interactions; it also should focus on the
target student responding to the peers and not to the teacher; peer coaching (telling the
peers what to do or to say in a particular situation) can get the target student to
respond, as well as teach the peers successful strategies.
Provide reinforcement (visual as possible; verbal if necessary) during the
session for successful interactions, correct use of social skills, and persistence. If
necessary, focus on specific behaviors for target student (eye contact, absence of hand
movements or noises, staying in her seat, appropriate manipulation of materials/games,
etc.). If necessary target behaviors for peers (compliance, persistence, low voice,
staying in their seats, etc.).
Provide feedback/reinforcement/encouragement at the end of the
session for all students. Short verbal statements to accompany visual system, in
addition to small token (e.g., stickers), motivate young children. Older students
welcome adult’s compliments and feedback. Teacher enthusiasm about the sessions is
a necessary component!
3.
Evaluating your network:
-
Periodically review problems with peers and solve them quickly!
Adjust objectives for target student and peers as needed.
Adjust activities as needed.
Adjust feedback system as needed; include variation of reinforcers.
Add training of other skills if necessary.
Add other peers if necessary.
A1 - Script Writing
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Peer Programs Checklist
 Who are the target students?
 What do you want the target student to learn?
 What activities would you like to use?
 What time of the day will the programs be implemented?
 How much time will each program take?
 How many students will be involved?
 What teacher (s) will be responsible for the program?
 What materials will you need?
 Do you need permission from your principal?
 Share information with the other teachers.
 What teachers will be participating?
 Do you need parent permission? Inform the peers.
 Which peers will participate?
 Conduct peer training.
 Schedule programs with all involved teachers.
 Implement the programs (s).
 Evaluate the effectiveness of the program (s).
 Make changes or adaptations as needed.
A1 - Script Writing
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SAMPLE
LUNCH BUNCH
Purpose: To increase the social interactions of the student and his classroom peers during lunch.
When: Monday through Friday, begins 5 minutes after seated with lunch
What: Lunch bunch--the children sit at the same table after they get their lunch. They use a stack
of notecards with pictures on one side (magazines, Sunday ads), and questions/phrases on the
reverse side (may use a book with favorite pictures).
How: Lunch procedures are:
1. Peer passes out notecards & starts with a picture (can use like a deck).
2. Each child including target takes a turn making comments or asking questions of a peer
(prompts on the back of the pictures). More practice of target-peer-target-peer-target-peer, etc.
3. A designated peer puts stickers on a chart for each comment/turn.
4. When the target student takes a turn, if he does not make a comment, a peer coach asks him a
question or points to the prompt phrase. Praise verbal responses.
5. The children also ask the target student to point to or show something in the picture (a point
can be physically shaped).
6. After everyone has made a comment, the next student finds another picture and repeats
procedure.
7. Continue for 10 to 15 minutes.
The adult supervising the students should:
1. Conduct peer/target training prior to program with modeling and practice of the procedure
using actual notecards with pictures (2-3 sessions).
2. Daily sessions start with a quick review. Adult shows (models) the procedure at the
beginning of lunch: look at the notecard/picture, say something about it, tell the next person that
it is his/her turn, ask a question if it is the target student's turn. Choose sticker person for the day,
tell the students to eat while waiting for turns.
3. Tell students to begin. Stand a few feet away from the group and allow the children to
interact.
4. Coach peers, if needed. Tell the peers what they can say or do to get a response from the
target student. Avoid prompting the target student if possible.
5. At the end of lunch bunch, review the sticker chart with the children; give feedback about the
skills they used and what other things they can do next time. Praise the peers for being good
friends.
Sample Scripts
What do you eat for breakfast?
I eat _______________.
What do you like to play?
I like to play ______________.
What do you like to play with your friends?
I play _______________.
A1 - Script Writing
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ACTIVITY
Purpose:
What:
How:
The adult supervising the students should:
Sample Scripts
Visual Cues
A1 - Script Writing
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EXAMPLE
Peer Networks Attendance: Social Skills
Student: Ashley
Month/Year: May 2015
Social Skills
Date
Attend
()
Target
Skill
# Peers
Suzy
Johnny
Carla
Amy
Monday
10/4
A
Thursday
10/7
A
Friday
10/8
Comments
Challenging
behaviors
AB
Out sick
Date
Attend
()
Target
Skill
# Peers
Suzy
Johnny
Carla
Amy
Kathy
Sarah
Monday
10/11
A
Thursday
10/14
A
Friday
10/15
A
Date
Attend
()
Target
Skill
# Peers
Suzy
Johnny
Carla
Amy
Monday
10/18
A
Thursday
10/21
A
Friday
10/22
AB
fieldtrip
Date
Attend
()
Target
Skill
# Peers
Suzy
Johnny
Carla
Amy
Kathy
Monday
10/25
A
Thursday
10/28
A
Friday
10/29
A
Date
Attend
()
Target
Skill
# Peers
Monday
Thursday
Friday
A1 - Script Writing
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Comments
Lots of
adult
prompting
Comments
Comments
1 peer
today
Comments
Peer Networks Attendance: Social Skills
Student ___________________________________ School ______________________________
Implementer ___________________________ Month/Year ________________________
Social Skills
Target
# Peers
Day
Date Attend
Comments
()
Skill
Day
Date
Attend
()
Target
Skill
# Peers
Comments
Day
Date
Attend
()
Target
Skill
# Peers
Comments
Day
Date
Attend
()
Target
Skill
# Peers
Comments
Day
Date
Attend
()
Target
Skill
# Peers
Comments
A1 - Script Writing
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MANAGEMENT TECHNIQUES FOR PEER TUTORS
Sample Positive Statements
______________________________
Inappropriate Behavior
1.
2.
3.
4.
Positive Direction
“Put your hands on the money.”
“Sit in your chair.”
“Put your hands in your lap.”
“Look at the book.”
Student is flapping hands in the air.
Student leaves his chair.
Student strokes tutor’s hair.
Student is looking around.
Sample Stop Commands
_____________________________
“Don’t eat the places.”
“NO hair touching.”
“STOP tearing the paper.”
Sample Physical Guidance
_____________________________
1.
2.
3.
4.
Point to task or correct answer.
Touch student’s arm or elbow to encourage beginning a task.
Lightly guide student through a physical response.
Guide student’s hands to a resting position on table or lap.
Sample Ignoring Behavior
_____________________________
1.
2.
3.
4.
Looking away from the student.
Pretending not to hear or see a behavior
Beginning a separate task.
Talking to another person who is working appropriately.
A1 - Script Writing
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MANAGEMENT TECHNIQUES FOR PEER TUTORS
Sample Positive Statements
______________________________
Inappropriate Behavior
1.
2.
3.
4.
Positive Direction
Student is flapping hands in the air.
Student leaves his chair.
Student strokes tutor’s hair.
Student is looking around.
Sample Stop Commands
_____________________________
Sample Physical Guidance
_____________________________
1.
2.
3.
4.
Sample Ignoring Behavior
_____________________________
1.
2.
3.
4.
A1 - Script Writing
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FRIENDS CLUB
WEEKLY MEETINGS
1. What was our goal for the week?
2. Did we accomplish it?
3. What went well? What worked good?
4. What was difficult?
5. Where do we need to solve a problem?
6. What is our goal for next week?
A1 - Script Writing
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GROUP MEETING - NOTES
DATE: ________________________
NAME: _______________________________________________________________
1. LAST WEEK’S OBJECTIVE: ___________________________________________
_____________________________________________________________________
2. GOOD THINGS THAT HAPPENED: _____________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. PROBLEMS: ________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. SOLUTIONS: ________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. GOALS FOR NEXT WEEK: ____________________________________________
_____________________________________________________________________
__________________________________________________________________
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