Peer to Peer Support
Programming for Students
with Autism Spectrum
Disorder
IT and Team Guiding Principles
–
–
–
–
–
–
–
–
Turn cell phones to silent
Keep lap tops closed except during breaks / lunch
Attend all trainings beginning to end (on time)
Limit side conversations / keep list to discuss at team
time
Be a positive nag / team member accountability
Confidentiality
Encourage everyone to speak their mind / input from all
team members
Give constructive feedback to team members,
presenters, and START reps
YOU ARE ACCOUNTABLE FOR YOUR OWN LEARNING
Peer to Peer Support for
Students with Autism Spectrum Disorder
• Why??
• What are the processes??
• What is the process (medium) for general
education students to connect with students with
ASD?
• Recruitment, Training and Maintenance
• One vs. Several Students?
Social Competency Research
• 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).
• 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.
Social Competency Research
• Educational programming for students with
ASD should include goals for improving social
skills with both adults and peers (National
Research Council, 2001).
EBP – NOT A CHOICE
• 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.
Social Competency Research
• 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).
BRIAN
• 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.
• 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).
What Does This Research Mean
To Us?
Social Competency and ASD
Research summarized by Rogers (2000)
indicate a shift in the field of ASD, from:
Adult-Directed Instructional Strategies
TO
Peer-Mediated Interventions
Numerous studies have demonstrated the
effectiveness of peer-mediated strategies to
facilitate social interactions.
Social Competency and ASD
• The 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
Social Competency and ASD
Another 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).
NOT COOL
Evidence Based Practices: Social Skills and
Peer Mediated Instruction and Intervention
“Peer mediated instruction and intervention
has been shown to have positive effects on
academic, interpersonal and personal-social
development and may be the largest and
most empirically supported type of social
intervention for learners with ASD”
(Bass & Mulick, 2007; Maheady, Harper & Mailette, 2001; McConnell, 2002)
Goals for Students with ASD
Socialization Skills
Independent Skills
Development of the Concept
Local School District - 7000 Students
40 Miles North of Detroit, Oakland County, Michigan
Center Program for Students with Autism
13 Local School Districts in Oakland County
Send Students to the Autistic Program
History of the Autistic Program
1987 - Elementary
1990 - Middle School
1992 - High School
1993 - Pre-Primary Program
1994 – 2nd Elementary
1996 - Post High School Program
1999 – 2nd Middle School
Full Continuum Concepts
• Break Card
• Differentiated Output – Ed Strategies
• Visual Supports
Two Things We Were Doing OK
• 4th 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
Beginning Stages of Students with
Students
• Letter, Number, and Color Games
• Common Goal for both sets of students
• Reinforcing to both students with ASD and
general education students
• In beginning stages use food as a motivator
Two Things We Were Doing OK
• 4th 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
Evolution of the Clarkston Autistic Program
Reverse Mainstream > > Moderated Behavior
Integration > > Behavioral Systems
Integration > > Academic Systems
Integration > > Socialization Systems
Reverse Mainstream > > Curriculum Makeover
Evolution of the Clarkston Autistic Program
Reverse Mainstream > > Moderated Behavior
Reverse Mainstream > > Curriculum Makeover
Integration > > Behavioral Systems
Integration > > Academic Systems
Integration > > Socialization Systems
The LINK Program
•
1990 – 17 Study Hall Volunteers
•
2002 – 800 General Education Students 72 Students
with ASD
•
Utilizing the Most Appropriate Resource in Public
Education to Teach Social Skills to Students with ASD
Post High School
Vocational Placements
•
•
•
•
•
•
Oakland University - Library
ACO Hardware
Independence Township Library
Bank One - Clarkston
Dunkin’ Donuts
Subway
Post High School
Vocational Placements
•
•
•
•
•
•
•
F.Y.E. - Great Lakes Crossing
Target
OATS Horse Farm
C.C.A.
William Beaumont Hospital
The Greenery
Overtyme Restaurant
Philosophical Departures
1. If you exist - you have entry level skills.
2. Same aged/Cross Aged Peers moderate
behaviors of students with ASD.
3. Abandon existing educational technology.
4. General Education Curriculum Partnering
5. Experimental Approach
Participating in Something that
You Value or Care About will
Greatly Increase…
The Likelihood of Your Participation
in Other Responsibilities You May
Not Care About
Peer to Peer Support
This program emphasizes treating
students with dignity, having a
systematic problem solving approach,
providing social learning opportunities,
and acknowledging peers for their
contributions to the building.
Peer to Peer in Michigan
Peer to peer programs are underway in over 200
elementary and secondary school buildings in
Michigan and could serve as demonstrations of the
peer support practices.
Multiple Programs
have Won State
Awards
Disproportionality and
Peer to Peer
Triad for Peer to Peer Support
Student with ASD
Provides a Model for
Student with ASD and
At Risk Student
Peer to Peer
Support Student
At Risk Peer
to Peer Student
Two Primary Goals for Students with
ASD – Same for all Students in
Public Education
• Socialization Skill Development
• Independent Skills
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 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
Scoring Criteria
• Please put an “S” next to the items on your
list that required social skills
• Please put an “I” next to the items on your
list that required independent skills
• Please put an “A” next to the items on your
list that required academic skills
Please Report Your Score
Group Discussion
It is Social and Independent Skills
that Student’s Learn in Public
Education
Just 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)
Peer to Peer Supports
ARE NOT…
• There to Tell the Students
with Autism what to Do
• Paid Staff
• Aides
Peer to Peer
Supports Are…
•Participants…
•They are kids
•They Are there to Act
and Be Kids
“Educators, even the most wellmeaning and attentive, remain
anthropologists of – not
participants in – student life.”
Paula Kluth
“You’re Going to Love This Kid”
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.
Peer to Peer Support Programs
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.
LINK Program/K’NEX Program
• Recruitment
• Training
• Maintenance
Recruitment of the Peer to Peer
Support Students
What is a Peer to Peer Support Student?
A peer to peer support student is a volunteer who supports a
student with Autism Spectrum Disorder under adult supervision
Who can become a Peer to Peer Support Student?
Peer to peer support students are selected on a voluntary basis from
the 4th and 5th Grade classrooms at ____________ School. Peer to
Peer Support Students must have parent and teacher permission to
participate in the program.
What are the Peer to Peer Support Student Responsibility?
A Peer to Peer Support Student participates in the program one day
each week for ½ hour. He/she follows the same schedule for one
semester. Peer to peer support students are there to participate in
the activities scheduled and be models for the students with ASD.
The peer to peer supports students will be under the direction of
(social worker, caseload teacher, etc)
Benefits of the Peer to Peer Support Program.
The peer to peer support program provides many opportunities for
general education students, as well as the students with ASD.
Students learn to relate to people with different needs and develop
and increased understanding of individual differences. Student
responsibility is also encouraged.
What is a Peer to Peer Support Student?
A peer to peer support student schedules the peer to peer support
class just as they would for any other elective class. The student’s
commitment requires permission from parents or guardians. The
student will support a student with Autism Spectrum Disorder
(ASD) in both academic and social settings with adult supervision.
Who can become a Peer to Peer Support Student?
Peer to peer support students apply through the scheduling process.
The students are selected through availability of placement in the
program. All students have the opportunity to be a peer to peer
support…although because of scheduling it may be more difficult
for 6th and 9 th graders.
What are the Peer to Peer Support Student Responsibility?
Peer to peer support students participate in the program 5 days a
week during their scheduled class period. He/she follows the same
schedule for one semester. While working in the program, the
students provide peer support while participating in the activities
scheduled. The primary responsibility of a peer to peer support
student is to be a model for the student with ASD.
Benefits of the Peer to Peer Support Program.
The peer to peer support program provides many opportunities for
general education students, as well as the students with ASD.
Students learn to relate to people with different needs and develop
an increased understanding of individual differences. Encouraging
student responsibility is also an added benefit of the program.
You Will Have to Develop Your Own
Description of a Peer to Peer
Support Program for Individual
Students in Your Program/Building
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
Design a Brochure for your peer to
peer support program
What will your brochure look like for
your peer to peer support program?
15 minutes - P.O.C.
LINK Program Recruitment
Elementary Recruitment
Elementary Aged Students
Once a week 1/2 hour
Cross Aged LINK Students
Middle School and High School
Alternative High School
Steps for Recruitment
• Provide information about ASD and specific
students with ASD in the building to the General
Education Students
• Provide interested volunteers a permission slip
• Collect the slips
• Organize and schedule the peers throughout the
day
Example Permission Slip
Dear Parent or Guardians,
Today we spoke with your student’s class about the opportunity to become a peer
to peer support student working with students with Autism Spectrum Disorder
(ASD).
The peer to peer support program is new to America Elementary. It is a support
system for students with ASD who attend the school. The program involves fifth
and fourth grade students who spend time with the students with ASD. Similar
programs are established in school districts throughout the state of Michigan and
have met with great success. Not only does the program benefit the students with
ASD but parents and teachers alike have reported great benefits to the general
education students as well. If your child decides to become a peer to peer support
student, he or she would be working with under the supervision of the (social
worker, caseload teacher, autistic program staff, etc) As a peer to peer support
your child would provide support and act as a participant in the activities
scheduled.
You son or daughter would only miss ½ hour of class per week, at a designated
time during the school day that has been pre-arranged with their classroom
teacher.
If you would like for your child to be a peer to peer support student for students
with ASD, please fill out the information below and return this form to
_____________ by ________________.
Thank you for your support with the peer to peer support program.
--------------------------------------------------------------------------------------------------I give permission for______________________ who is in___________________
class to participate in the peer to peer support program at America Elementary.
Parent/Guardian Signature____________________________________________
A Guidance Document for Developing
a Peer to Peer Support Program at the
Elementary Level
LINK Program Recruitment
Secondary Recruitment
•
•
•
•
•
•
At Risk Students
Alternative High School Students
National Honor Society
Student Government
Class Accreditation
Elective Class - Service Learning
How and Where Do You Find Peer
Supports for Your Students?
• Child Study Teams/Building Team
Meetings
• Ask General Education Teachers for
Student Volunteers
• Ask for Student Volunteers (at Lunch and
Recess)
• Cross Age and Alternative High School
Students
Questions or Comments
about Recruitment of Peer
to Peer Supports?
Where will your team recruit peer to
peer supports?
POC – 15 Minutes
A Checklist for Developing a Peer
to Peer Support Program at the
Secondary Level
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
Medium of Exchange
Rain 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
Medium of Exchange
Material
A.I. Student
LINK Student
Examples of Medium of Exchange
•
•
•
•
•
•
•
•
•
General Education Curriculum
Encyclopedic Interests
Computer Interests and Related Technology
WII
Computer Games
Jigsaw Puzzles www.jigzone.com
UNO, Topple, Trouble, Jenga, Simon
Top 40 Music
T.V. Show Theme Songs
What Connects You with
Other People?
What are your
Characteristics/
Interests?
What
is the
Same?
What are
Characteristics
Interests of a
Significant
Person in your
Life?
That is the Concept of Medium
of Exchange
What it is for you is what it is
for the students with ASD
What Connects Students with ASD and
Typically Developing Students?
What are the
Characteristics/
Interests of the
Students with
ASD?
Medium?
What are the
Characteristics/
Interests
of the Typically
Developing
Student?
Medium of Exchange
Verbal Fascinations
• Movies - Matt
• Nose Game – Robert
• No Pink – Robert
Medium of Exchange
Sensory Preoccupations
An Example of Utilizing Students Sensory
Preoccupation to Develop a Medium of
Exchange
• Tape – Tattoos – Emily
• Spinning Objects – Russell
Awakenings
Medium 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
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)
Medium of Exchange
Role Play
Scenario #1
Scenario #1
Sarah is a 6th grader with ASD educated in a Cross Categorical
class.
During the 2nd Hour Current Events Class, Sarah is supported by
three 7th grade girls. During the last 10 minutes of the current
events class, the group of 4 girls has the opportunity to engage
in an activity of their choice.
One of the 7th grade girls selected a puzzle. Sarah turned her
chair around and began tapping her shoes and talking about
princess dolls, “purple princess doll with purple nail polish, red
princess doll with red nail polish, green princess doll with green
nail polish…”
The other girls began giggling, insecure and unsure about what
they should do.
As an educator, you intervene to present a medium of
exchange that everyone can interact with.
Scenario #1 - Important Points
•
•
•
•
•
The color might be the most important attribute
Try to find pink in the puzzle
Try to find a game that has pink in it
If 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!
Scenario #2
Scenario #2
Gary is a 9th Grade Student with ASD who is Integrated into the
9th Grade Curriculum four hours a day and spends two hours in
a program for students with ASD.
After a field trip to the local science center, all students were
asked to report to room 223 until the bell rang so they did not
disrupt the learning of other students.
There were 20 minutes left until the bell rang, nobody
anticipated returning to the school this soon. Students were
socializing as high school students do.
Gary is very interested in baseball and was off to the side of the
room pacing and re-enacting a controversial call an umpire
made the night before in a major league baseball game.
As an educator, what do you do to intervene?
Scenario #2 – Important Points
• Educating 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 that
• Find the other baseball junkies in the room
• Create opportunities based on the student with
ASD detailed approach to the game.
Scenario #3
Scenario #3
Buddy is a 2nd Grade student with ASD. He is integrated into
the 2nd Grade Classroom full time.
During an indoor recess, students have many options. Some
students choose to play basketball in the gym, some read and
others play games. Buddy is interested in sharing information
about animals and insects usually found in 5th-9th grade
textbooks.
Other 2nd Grade students are not interested in the information
Buddy wants to share.
As an educator, what do you do to intervene?
Scenario #3 – Important Points
•
•
•
•
Animals might be the most important.
Anything in the news to highlight the animal point
Animated 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 cartoons
• Connecting the general education student with the
student with ASD.
Scenario #4
Scenario #4
Marty is a 4th grade student with Asperger Syndrome. He is
educated in a 4th grade classroom.
His teacher, Mrs. Green has implemented a peer to peer
support program 8 students (5 boys and 3 girls) within the
school environment.
You are the caseload teacher and are outside during recess.
You notice that Marty is gazing at the clouds. He enjoys
classifying the clouds and predicting the weather outcome
based on the formations. Other students are running around
and playing on the playground equipment. Marty, standing by
the fence is by himself.
As an educator, what do you do?
Scenario #4 – Important Points
• Sometimes 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
Scenario #5
Scenario #5
Don is a 7th grade student with ASD with limited verbal skills. He
really likes to spin things.
At the middle school, students generally finish eating lunch in
about 8-10 minutes, this leaves approximately 20 minutes to
socialize. Don sits at a table with other 7th grade students.
Everyday, Don comes to lunch with an item that he can spin
after he is done eating. Other students comment about how
“cool” it is but don’t seem to approach Don.
As an educator, what do you do?
Scenario #5 – Important Points
• Bring important (middle school) spinning
objects to the lunch table
• Let the general education students bring
their own spinning objects to the lunch
table
• The spinning object becomes the medium
of exchange
• Get out of the way…most Middle School
Students know how to make this happen
Scenario #6
Scenario #6 – Important Points
• Sometimes 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.
Care for the student
Respect for the Disability
LINK Program Benefits Students
with Autism
•
•
•
•
•
•
Peer Support
Socialization Skills
1:1 Support
Velcro Buddies
Age Appropriate Expectations
Independence
LINK Program Benefits
LINK Students
• Organizational Skills
• Diversity
• Collaboration
• Self Esteem
• Additional General
Education Content
• Problem Solving
• Connection to School
• Responsibility
Information
Networks
Opportunities
Knowledge
Support
Engagement
Understanding
Confidence
Integration
Reciprocal Benefits
1. Opportunities for learning in
both populations of students.
2. Growth occurs in both
populations.
3. Cost effective and productive.
Questions or Concerns about
Medium of Exchange
Determine a Medium of Exchanges for the
Students You Work With
P.O.C. – 20 Minutes
Design
brochure to send home
Permission slips
Building administration
Talk to ALL staff, we need you
Superintendent on board
General Education teacher on board
Contact parent to allow them to own program
The more support you have, the more success you have





Start slow and small
Determine if target student should be in the
room
10 minutes about Peer to Peer and ASD
ELE-read story and answer questions
Brochures and permission
◦ ELE-return if NOT interested
◦ MS & HS-return IF interested





10-20 minutes (developmentally app)
Read literature/books to younger
Receive parental approval and provide info to
parents
Answer questions honestly (student
attends?)
Parent of target student in classroom






First lunch meeting
What do I say? Ask kids what they want
Specific ASD information
Logistics-what does it look like for THIS
group of students
Answer ANY and ALL questions
Calendar and assignment








Picture of target student
Positive information
Likes or interests of that student
Family member information
Successful strategies for working with student
Communication needs-How to
Behavioral concerns
Medium of Exchange

Monthly meetings

Case conference sheet
◦ This is the information for meeting
◦ Always positive
◦ Problem solvers

Include parents-need a voice (help)

Include superintendent

Include target student (socialization)

Communication

Meet them for lunch/recess

Lunch meetings-Pizza, Mt. Dew, brownies

If kids are having fun they will keep doing it

“We don’t need your calendar”

Banquet

New experiences
◦ Sit with friends at lunch, assembly, games
◦ Hot lunch
◦ School dances
◦ Bowling
◦ Movies
◦ Clothes
◦ “Didn’t know he could read”
◦ Hidden agenda
◦ Bonfire
◦ Facebook
◦ Graduation
◦ Don’t know for sure how he’s feeling but he tries
new things

Patience

Problem solvers

Acceptance

Education

Empathy

“Crossing friendship lines”

Willing to share their own differences

Video

Always asking questions and brainstorming ways
to improve

“One of my best experiences teaching”

Initially very reluctant

The entire class responds differently to each other

I have watched them mature and handle things with
patience for all students

Excuses students from assignments to help Michael

I started this with all of the students with special
needs

This year has changed our lives

I NEVER thought he would have these experiences

So many firsts

He will do anything with the kids

We have tried so many times and they try once
and it’s done

Scary to let your child be vulnerable

I can only hope he swears

Make him a card so he knows what to do

Run zig zag

Move his desk so we don’t go behind him; “give
him a hook”

First sleep over

“Did you tell him? Mrs. Potie said it would be hard”

“Hell no, he’s not going to RTC”

SSW time is now recess and lunch and field trips
and holiday parties,etc…
Teacher and Medium of Exchange
Role
Content
Enrich
Participate
Model
80-120
Age Appropriate
Teacher
Fun
Evolve
Helper
Coach
15-20
Interactive
Medium
Welcome Back
2nd Day of Peer to Peer Support
5 Concepts in 5 Minutes
Participating in Something that
You Value or Care About will
Greatly Increase…
The Likelihood of Your Participation
in Other Responsibilities You May
Not Care About
Peer to Peer Support
This program emphasizes treating
students with dignity, having a
systematic problem solving approach,
providing social learning opportunities,
and acknowledging peers for their
contributions to the building.
Peer to Peer in Michigan
Peer to peer programs are underway in over 200
elementary and secondary school buildings in
Michigan and could serve as demonstrations of the
peer support practices.
Multiple Programs
have Won State
Awards
LINK Training Curriculum
• Training - Elementary
• Peer to Peer Support Training Secondary
• Video Tape Teacher with Student
• Case Conferences
Dear Peer to Peer Support Students, Parents and Guardians,
Hello and thank you for participating in the Peer to Peer Support Program
for Students with Autism Spectrum Disorder (ASD). The staff of the Peer to
Peer Support Program is holding a training for students who have signed up
for the program. Since this is the first year incorporating the peer to peer
support program into this building, it is very important each student to attend
the training. The training is scheduled for ___________________ at
____________Building in Room Number_______________. Lunch will be
provided by the program. Students or parents may R.S.V.P. by calling one
of the following phone numbers by_____________________. Please be
sure to state your first and last name as we will use this information for
attendance and an accurate count when ordering lunch.
Phone Number
Or
Phone Number
Since this training is taking place after school, all students must have their
own transportation home in order to participate. We are looking forward to
meeting all the students participating in the Peer to Peer Support Program
for Students with ASD.
If you have any questions, please call the one of the numbers above and a
staff member will assist you. Also, if you have any conflicts with your class
schedule regarding the Peer to Peer Support Program, please contact your
school counselor at ____________________________.
Sincerely,
Peer to Peer Support Program Staff
LINK Program Training
Elementary Training
Developmentally Appropriate
Children’s Books About Autism
Teacher and Paraprofessional Modeling
Ongoing - Continuous Training – 15 Minutes
Books Available for
Elementary Training
• Mori’s Story: A book about a boy with autism –
Zachary Gartenberg
• Andy and his Yellow Frisbee – Mary Thompson
• My Brother, Matthew – Mary Thompson
• Little Rainman – Karen Simmons
• My Brother Sammy – Becky Edwards
• Russell is Extra Special – Charles A. Amenta III
Peer to Peer
Support Training
Secondary
Participants Have a Peer to Peer
Support Training Curriculum
Power Point CD
Changes Must Be Made to Individualize
the Training to the Specific Needs of the
Students with ASD in Your District or ISD
Make the Changes to the
Power-point that will Assist your
Peer to Peer Support Student
What Changes will Your Team Make to
the Peer to Peer Support Training CD
that has been provided?
POC – 25 Minutes
LINK Training Curriculum
• Video Tape Teacher with Student
• Case Conferences
LINK Training Curriculum
• Case Conferences
Case Conference Information
• The purpose of Case Conferences was to Allow
the Peer to Peer Support Students (PTPSS)
access to other Students that were facing the
dilemma they were facing
• PTPSS Drive what will be talked about at the
meeting (This is not an adult led meeting…it is a
student led meeting)
• Acknowledgment of what the PTPSS are doing to
provide acceptance within the culture in the
school they are attending
Date: _________________
Permission
Slip for
Teachers to
sign for the
LINK Student
to Attend the
Case
Conference
Dear Teacher,
_________________________________ is participating as a Link student in
the Autistic Program at Clarkston Elementary School. The Link students are
very important to the success of the elementary program. During the coming
year, we will be having periodic student reviews/training sessions involving
both the Link students and the students with Autism.
The next scheduled meeting will be held on .Your student's input is valuable
in this process and we would appreciate it if he/she could be excused to
attend.
Thank you for your cooperation.
The A.I. Staff at Clarkston Elementary
Kim Miller
Shelley Angel
Sharon Steinhelper
Tina Verlinden
Maureen Ziegler
Kathy Christopher
Marikae Brehm
HD 5.1s
Date: _________________
Permission slip
For parents to
sign for the
LINK Student
To attend the
Case
conference
Dear Parent(s),
As you know, your child _________________________________ is
participating as a Link student in the Autistic Program at Clarkston
Elementary School. The Link students are very important to the success of
the elementary program. During the coming year, we will be having
periodic student reviews/training sessions involving both the Link students
and the students with Autism.
The next scheduled meeting will be held on _________________________.
Your student's input is valuable in this process and we would appreciate it if
you would permit he/she be excused from ____ hour to attend.
Thank you for your cooperation.
The A.I. Staff at Clarkston Elementary
Kim Miller
Shelley Angel
Sharon Steinhelper
Tina Verlinden
Maureen Ziegler
Kathy Christopher
Marikae Brehm
HD 5.1t
LINK Case Conferences
• Weekly or Monthly Meetings
• Problem Solving Focus
• May Include the Person with ASD
• Teaching Support Strategies in the Case
Conference that will Generalize to General
Education Environment
Case Conference Information Sheet
• Each LINK Student fills out the sheet at the
beginning of the case conference
• A staff member collects the sheets and
determines if there are any patterns in the
answers
• The information from the sheet generates the
discussion using the board
Case Conference Information Sheet
You do not need to put your name on this sheet. This is an
information sharing sheet used to enhance the information presented
during this case conference
Please answer the following questions as openly and honestly as
possible. If you do not have an answer or if you have an answer but
it is hard to put into words just do your best.
1. The best experience with (Student with ASD) this month is when
___________________________________________________
___________________________________________________
2. Something I wasn’t sure how to handle this month was ________
____________________________________________________
3. I was frustrated by (Student with ASD) this month when he/she
____________________________________________________
4. The biggest accomplishment that (Student with ASD) made while I
was supporting him/her was _____________________________
____________________________________________________
5. The biggest accomplishment that I have made being a (Peer to
Peer Support) is ______________________________________
6. Are you interested in continuing to be a (Peer to Peer Support)
Yes No If yes, which student would you like to support________
7. What three suggestions would you give to the (Peer to Peer
Supports) supporting the (Student with ASD)
____________________________________________________
____________________________________________________
____________________________________________________
(Give the students directions about where to put the sheets when
completed. Ensure confidentiality.)
Case Conference Mechanics
and Outcomes
• Utilize meeting mechanics – always use the
board
• Positives – Concerns – Brainstorming
• Information from the board is written on the
Case Conference information sheet
• Copies are made for each Staff member, LINK
student, student with ASD, and parent or
guardian
In an effort to keep the parents, staff and peers students informed
of the effective strategies that work for (Student with ASD Name)
had a case conference on (Date
)
Some positive things discussed about (Student with ASD)were:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Some concerns that were raised about (Student with ASD) were:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
The action plan to resolve the concerns for (Student with ASD) is:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
If you have any questions or concerns please contact caseload teacher
_______________________
(Staff Person’s Signature)
______________________
(Date)
Support Staff Roles
• Share the responsibility for case
conferences
• Use expertise of disciplines
• Labor Intensive
Case Conference
Student Example
Jonathan’s Case Conference
Strategies to Utilize
•
•
•
•
Review cafeteria schedule
Dietary considerations
Early dismissal, shorten time
Remove variables - money, selection
process
• Crisis person on-call
• Secondary: Observe, Inservice, VIP seating
• Idiosyncratic behavior
LINK Program Training
When Do You Find the Time
•
•
•
•
½ Day Inservice – Ist Day/Semester
Support Staff – Field Trip
Student By Student Case Conferences
Monthly Case Conferences
Peer to Peer Support Expands in Michigan
Changes to the Pupil Accounting Manual
Evidence Based Practices: Social Skills and
Peer Mediated Instruction and Intervention
“Peer mediated instruction and intervention
has been shown to have positive effects on
academic, interpersonal and personal-social
development and may be the largest and
most empirically supported type of social
intervention for learners with ASD”
(Bass & Mulick, 2007; Maheady, Harper & Mailette, 2001;
McConnell, 2002)
What Does This
Research Mean To Us?
New Pupil Accounting Rules
for Peer to Peer Support
(Including any Student with an IEP)
November, 2012
Michigan Department of Education
Pupil Accounting Manual
November 2012 6B – 1
6B - PEER TO PEER ELECTIVE COURSE CREDIT PROGRAM
A) Definition
Peer to peer Course Credit Programs represent
one model of 21st Century instructional design
that incorporates applied (experiential)
learning in a non-traditional manner.
Peer to Peer Elective Course
Credit Program, cont.
A peer to peer program is a strategy for
providing ongoing support and
modeling from one non-disabled pupil
to a pupil with an individualized
education program (IEP). It
encompasses both the academic and
social domains. benefits are derived by
both pupils.
Peer to Peer Elective Course
Credit Program, cont.
Certified teachers at appropriate grade levels
MUST be teachers assigned to an elective peer
to peer course/credit program. Depending on
the optional model(s) implemented, the
teachers may be in special education or
general education programs.
Enrollment and pupil eligibility requirements
B) Models of Implementation
of Peer to Peer Support
Elective Courses
Model 1:
Implementation of Peer to Peer Support
General education elective taught by
special education teacher who is general
education certified in the grade level of the
elective.
Educational Environment Status:
Special Education
Model 1
Implementation of Peer to Peer Support
a. A pupil with an IEP is enrolled in a
special education program.
b. A general education peer to peer pupil
is enrolled in a general education
elective course and is receiving an
elective course grade.
Model 1:
Implementation of Peer to Peer Support
c. The general education peer to peer pupil
attends a special education program with the
pupil with an IEP and is under the direction of a
special education teacher for the class period.
The general education peer to peer pupil
reports to the special education peer to peer
teacher for attendance and is graded as a peer
to peer pupil by the peer to peer special
education teacher.
Model 1:
Implementation of Peer to Peer Support
d. If there is more than one special
education teacher, the peer to peer
special education teacher will grade the
peer to peer pupil in collaboration with
the other special education teachers to
whom the peer to peer pupil is
assigned for that class period.
Model 1:
Implementation of Peer to Peer Support
e. The special education teacher (general education
certified for the grade(s) the elective is offered) teaches
a general education course called “peer to peer,” and
serves as the teacher of record, provides training,
facilitates case conferences, and gives the grade for the
general education pupil in the elective course. Additional
training and or case conferences between the peer to
peer pupil and special education teacher may take place
outside of the special education class to which the peer
to peer pupil is assigned.
Michigan Department of Education Pupil Accounting Manual
November 2012 6B - 2
Model 2:
Implementation of Peer to Peer Support
General education elective for pupils with an IEP is
taught by a peer to peer teacher certified in general
education in the grade the elective is offered.
Educational Environment Status:
General Education Pupil with an IEP is enrolled in a
general education content course (e.g. pre-algebra)
and receiving instruction and a grade in the course.
Model 2:
Implementation of Peer to Peer Support
a. The general education peer to peer pupil is
enrolled in a general education elective
course and is receiving an elective course
grade.
b. The general education peer to peer pupil
reports to the elective peer to peer teacher
for attendance but then attends the general
education content course with the pupil with
an IEP.
Model 2:
Implementation of Peer to Peer Support
c. The peer to peer teacher teaches a general education
course called “peer to peer,” and serves as the teacher of
record, provides training, facilitates case conferences, and
gives the grade for the general education pupils in the
elective course. Supervision of the peer to peer pupil will be
ongoing by the peer to peer teacher and in coordination with
the general education teachers to whom the peer to peer
pupil is assigned for that class period.
d. Additional training and or case conferences between the
peer to peer pupil and elective teacher may take place
outside of the general education class to which the peer to
peer pupil is assigned.
Model 3:
Implementation of Peer to Peer Support
General education elective for pupils with an IEP taught
by general education teacher who is also teaching a
general education content course.
Exception: A general education teacher will instruct, assess and
assign grades for two separate inter-related courses at the same
time. One is a general education content course in which the pupil
with an IEP is enrolled and the other is the general education peer
to peer elective that the general education pupil is taking.
Educational Environment Status: General Education Pupil with an
IEP is enrolled in a general education content course (e.g. prealgebra) and receiving instruction and a grade in the course.
Model 3:
Implementation of Peer to Peer Support
a. The general education peer to peer pupil is
enrolled in a general education elective
course and is receiving an elective course
grade.
b. The general education peer to peer pupil
reports to the general teacher who is both the
peer to peer teacher and general education
teacher for attendance in the general
education content course with the pupil with
an IEP.
Model 3:
Implementation of Peer to Peer Support
c. The general education teacher teaches a general
education course called “peer to peer,” and serves as
the teacher of record, provides training, facilitates case
conferences, and gives the grade for the general
education pupil in the elective course. At the same
time, the general education teacher is teaching the
content course in which the pupil with an IEP is
enrolled. Additional training and or case conferences
between the peer to peer pupil and general education
teacher may take place outside of the general
education class to which the peer to peer pupil is
assigned.
Michigan Department of Education Pupil Accounting Manual
November 2012 6B - 3
Model 4:
Implementation of Peer to Peer Support
General education elective for pupils with an IEP taught by
special education teacher who is also teaching a special
education program.
Exception: Required -- A special education teacher will
instruct, assess and assign grades for two separate interrelated courses at the same time. One is the special
education program in which the pupil with an IEP is enrolled
and the other is the general education peer to peer elective
that the general education pupil is taking.
Educational Environment Status: Special Education.
Model 4:
Implementation of Peer to Peer Support
a. The pupil with an IEP is enrolled in a special
education program and receives instruction in that
program.
b. The general education peer to peer pupil is
enrolled in a general education elective course
and is receiving elective course grade.
c. The general education peer to peer pupil reports to
the special education teacher for attendance and
attends the special education program with the
pupil with an IEP.
Model 4:
Implementation of Peer to Peer Support
d. Special education teacher teaches a general education
course called “peer to peer,” and serves as the teacher
of record, provides training, facilitates case
conferences, and gives the grade for the general
education pupil in the elective course, which is
delivered in the special education class. The special
education teacher is teaching the special education
program at the same time. Additional training and or
case conferences between the peer to peer pupil and
special education teacher may take place outside of the
general education class to which the peer to peer pupil
is assigned.
C) Requirement for Counting in Membership
 Pupil must be enrolled in grades 6-12
 Curriculum is approved by the local board of
education
 Instructional objectives are established by
the approved peer-to-peer support curricular
content
 Pupil is provided a course syllabus
C) Requirement for Counting in Membership
 The peer to peer teacher must provide lesson plans
and the grading criteria for each peer to peer
course/credit
 Daily attendance for participating pupils is recorded
by the teacher
 Pupil assessment and grading is completed by the
teacher of record
 Pupil meets all other enrollment and pupil eligibility
requirements
Peer to Peer
Approximately 200
Formalized Peer to Peer
Support Programs Across
Michigan…Many More that
START Does Not Know
Comprehensive Curriculum
And Resources
For
LINK Programs
Paul Miller, Ed.S.
Peer to Peer Support Programs
Must Be Approved By the District
K-12 Curriculum Council
June 1, 2005
Law Changed – No Work Study At
Middle School Level
Questions about Training
the Peer to Peer Supports
How will you train the Peer To Peer
Supports your team recruits?
P.O.C. – 20 Minutes
Maintenance of the Peer to Peer
Support Students
Have you ever volunteered for
any organization?
What made you continue to stay
with volunteering?
Group Discussion
Elementary Maintenance
Lunch Groups
LINK of the Week
Monthly Incentives
Monthly Field Trips
Banquet and T-Shirts
Lunch Groups
•
•
•
•
Elementary Students
Provide Pizza
Use as a Training Opportunity
Socialization Opportunities for
Students with ASD
• Student – Teacher Relationships
Elementary Maintenance
Lunch Groups
LINK of the Week
Monthly Incentives
Monthly Field Trips
Banquet and T-Shirts
LINK of the Week Recognition
•
•
•
•
•
•
•
Staff Nominate a LINK Student
Class
Reason for Nomination
Student with ASD
Staff Signature
All Staff Vote on the Students Nominated
LINK Student with most votes – LINK of the
Week
• LINK Student Description, Picture in Hallway and
a Gift Certificate from Dairy Queen, Burger King,
etc.
LINK of the Week - Nomination Form
As staff members you are expected to fill out the
LINK of the Week nomination ballot. Please fill out
form below and put in the LINK of the Week box.
Thanks
--------------------------------------------------------------------Staff Name___________ Date____________
I nominate (LINK Student’s Name) in _______Hour
Because he/she_____________________________ with
(A.I. Student’s Name) in
Class.
Fill out the sheet
on the peer to peer
support student
and post outside
Classroom door
Gift Certificate
Name:
Date:
Age:
Grade:
How long have you been a link?
What student do you work with?
What class do you support?
Do you have any brothers or sisters? (Names and ages)
What do you like to do after school?
My favorite place to eat is…
Right now I wish I was…
Who is your favorite performer?
After graduation I plan to …
The car of my dreams is…
One of my hidden talents is
Elementary Maintenance
Lunch Groups
LINK of the Week
Monthly Incentives
Monthly Field Trips
Banquet and T-Shirts
LINK Program - Monthly Incentives
• Guess the number of Jelly Beans in the
Jar (April)
• Turkey Coloring Contest (November)
• Guess the Date of the Teacher’s Birthday
(Any Month)
• Guess the Number of Shamrock’s in the
Jar (March)
• How Many Days until the End of the
School Year? (May)
Elementary Maintenance
Lunch Groups
LINK of the Week
Monthly Incentives
Monthly Field Trips
Banquet and T-Shirts
Monthly Field Trips
• Students in 5th Grade – September,
November, January, March, May
• Students in 4th Grade – October,
December, February, April
• Parent Permission
• Teacher Permission
• Variety of Field Trip Opportunities –
Swimming, Mall, Museum, Movie, etc.
Elementary Maintenance
Lunch Groups
LINK of the Week
Monthly Incentives
Monthly Field Trips
Banquet and T-Shirts
Banquets and T-Shirts
•
•
•
•
End of the Year
Paper Plate Awards/Certificates
T-Shirts designed by LINK Students
Invite Families of Students with ASD
and LINK Student Families
LINK Program
Secondary Maintenance
•
•
•
•
•
•
LINK of the Week
Exciting Curriculum
Credit Incentive
Teacher Student Relationships
Semester Field Trips
Banquet with T-Shirts
Teacher – Student Relationships –
Understanding the Role
• PTPSS look at you as a mentor – not a
teacher
• PTPSS will share information
• Sometimes the PTPSS Teacher can help
• Sometimes the PTPSS Teacher is the only
one that will listen
• Know when to get help – Must follow School
Policy
• PTPSS Teacher is a teacher and not a
counselor
LINK Program
Secondary Maintenance
•
•
•
•
•
•
•
•
LINK of the Week
Exciting Curriculum
Credit Incentive
Teacher Student Relationships
Grade Point Challenge
Lunch out of the Building
Semester Field Trips
Banquet with T-Shirts
Secondary - Semester Field Trips
• Curriculum dictates opportunities for Field Trips
• Students with ASD attend every field trip with their
general education class
• Two trips taken at Secondary Level – Holiday
Shopping Trip @ Great Lakes Crossing and End of
the Year Trip @ Four Bears Water Park
• General Education Teacher Decision
• Advocate for General Education Student
Banquets and T-Shirts
•
•
•
•
End of the Year
Paper Plate Awards/Certificates
T-Shirts designed by LINK Students
Invite Families of Students with ASD and
LINK Student Families
How to Fund T-Shirt and Banquet?
• Fundraisers throughout school year
•
•
•
•
Bagel Sales – LINKS and Students with ASD
Penny Wars
Hat Day
Pizza & Pop Sales at Parent/Teacher Conferences –
LINKS and Students with ASD
• Bake Sales – Parents of Students with ASD and LINKS
– Lunch Time and Parent-Teacher Conf.
• Dances sponsored by A.I. Program
Questions or Concerns about the
Maintenance of Peer to Peer
Support Students
How will you maintain the Peer to Peer Supports
that you recruit and train?
P.O.C. – 25 Minutes
Goals for Students with ASD
Socialization Skills
Independent Skills
13 PRINCIPLES
SOCIALIZATION COMPONENT
1. Social Skills can only develop with social
opportunities
9. A Peer to Peer Support Program will expand all
possible Academic, Social, Behavioral, and Learning
Opportunities
10.Staff Behavior is Modeled…Positive or Negative
12.Students will be directly included in discussions that
are related to them in the educational setting
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
Purpose of Socialization as an
Instructional Variable
• Modeling
• Participation
• Social Learning Theory
Social Learning Theory
Albert Bandura
• Attention
• Retention
• Reproduction
• Motivation
Social Learning Theory and ASD
Attention
• Variables Related to Attention:
Similarities Between Model and
Observer
Attractiveness of the Model Autism
Social Learning Theory and ASD
Retention
Two Ways to People Retain Information
Visual Imagery
Verbal Descriptions
Autism – So many people with autism are
visual in nature – Need 1000’s of images to
retain information
Social Learning Theory and ASD
Reproduction
• Converting Symbolic Representations
into Actions
• Organizing Behavior with a Modeled
Pattern
• Behavioral Reproduction occurs with
practice
Social Learning Theory and ASD
Motivation
• To imitate a behavior there must be a
motivating factor
• The success of the model – vicarious
reinforcement
• ASD
• Perceived Competencies in the Model –
How effective is the Model?
• How the Model is Reinforced?
Socialization Opportunities
• Staff Modeling – Gilbert Grape
• Students With Autism Must Be
Approachable
• The Network
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
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
Students with ASD
and Staff
Responsibilities
Socialization Opportunities
• Staff Modeling – Gilbert Grape
• Students With Autism Must Be
Approachable
• The Network
Students with ASD must be Approachable
• Socially Appropriate Dress
-Barbie Boots
-Jelly Bean
• Behavioral Issues
-Safety
-Stereotypical behaviors
• Social Issues – Picking Nose, Spitting, etc.
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
LINK Program Benefits Students
with Autism
•
•
•
•
•
•
Peer Support
Socialization Skills
1:1 Support
Velcro Buddies
Age Appropriate Expectations
Independence
LINK Program Benefits
LINK Students
• Organizational Skills
• Additional General Education Content
• Diversity
• Problem Solving
• Collaboration
• Connection to School
• Self Esteem
• Responsibility
Reciprocal Benefits
1. Opportunities for learning in
both populations of students.
2. Growth occurs in both
populations.
3. Cost effective and productive.
Pick One Student with ASD
• Your team must decide where and how to get the
peer to peer support students? (Recruitment)
What forms are you going to use?
• Your team must decide what information you are
going to give to the peer to peer support students.
(Training)
What forms are going to use?
• Your team must decide how you are going to keep
the peer to peer support students. (Maintenance)
What forms are you going to use?
Pick One Student with ASD
• What will be the student’s Medium of Exchange?
• How do you change an obsessive behavior into
a Medium of Exchange?
• What responsibility will your team have in
developing a Medium of Exchange?
Summary
•
•
•
•
•
•
•
Development of a Peer to Peer Support System
Recruitment
Training
Maintenance
Staff Responsibility
Social Learning Theory
Medium of Exchange
Activities and Profile of Change
Thank You For Your Time!