Tips for promoting peers as models
Adults have enormous potential to influence peer interactions of children with Autism Spectrum
Disorder (ASD) through their own actions and responses, through the way in which they teach,
reinforce and maintain peer relationships and encourage peer modelling.
Below is a list of some strategies to encourage effective peer modelling:

Consider the group composition of activities. Size, memberships, skill-set and interests all
influence the success of interactions. Experienced play models can be paired with students
who are still developing skills.

Scaffold interactions by providing examples of phrases, sentences or responses that peers
and students with ASD may use in small group interactions and activities. These play scripts
can be presented visually via sentence strips, symbols or photos and/or video models, as
well as a peer/adult demonstrating how to ask for a turn recorded via a tablet and replayed
to the student with ASD and/or the whole class. It is important to ensure that all examples
are age appropriate.

You may need to be explicit when pointing out peers as models by directing the student with
ASD to view his or her peer’s work, actions or words. Explicitly reinforcing peers for
demonstrating desired behaviours can be a prompt to remind students with ASD of the
desired action or response, only if they are aware of what their peers are doing.

Provide opportunities for repetition and practise. Pre-plan or pre-practice routines and
activities beforehand so that all students are prepared: show photo sequences, video
models or read story based interventions modelling the desired behaviour to support peers
and the student with ASD to be prepared and aware of expected sequences and outcomes.

Use sequence or structure if necessary to support students to sustain interactions or model
desired behaviours or outcomes, such as a turn-taking sequence, a list of helper’s jobs, or a
model of what to say and do in specific situations.

Consider when and how the student with ASD may also be the model for peers. Being the
expert or helper provides enormous success and self-confidence in all students, for
example, a student presenting information about their special interest, being responsible for
a set job, equipment or class pet.