Information

Here is a takeaway and checklist to help you plan and implement a peer-mediated intervention.
Peer-mediated intervention is an evidence-based approach. It is designed to teach peers techniques for engaging in positive interactions with learners who present challenges with these types of skills. It is an approach that can be used with students of all ages and in a variety of educational settings, including the classroom, the schoolyard, and other learning contexts. It has proven to be effective for learners at both the elementary and secondary school levels, as it seeks to develop a wide range of social skills (Fetting, 2013). For older learners, peer-mediated intervention can be used to work on academic skills as well.

Research shows that peer-mediated intervention is an approach that benefits learners with autism spectrum disorder (ASD), because it targets social, communication, or play skills (Neitzel, 2008; Merrill, 2014; Gardner et al., 2014; DiSalvo & Oswald, 2002). The unique characteristics of ASD usually lead to challenges in these areas. However, it is not necessary for a learner to have ASD to benefit from this type of intervention. It can be used with any learner who presents challenges in the areas mentioned.

Learning Objectives
After working through this section, you will be able to:

• Recognize different types of peer-mediated interventions;
• Plan a peer-mediated intervention by following the proposed steps;
• Select and train the peers who will take part in the intervention;
• Implement the peer-mediated intervention, using the approach chosen;
• Track learner progress and assess skills maintenance;
• Make appropriate decisions based on the proposed scenarios.

Peer-mediated Intervention
In this section, the term “learner” refers to an individual with challenges for whom an intervention is implemented. The term “peers” refers to the other individuals chosen to take part in the intervention.Peer-mediated intervention enables peers to take part in the process of teaching social, communication, and academic skills to learners with challenges in these areas. It promotes positive, natural, and quality interactions between a learner and the learner’s peers. It can also be effective with learners not diagnosed with ASD who have challenges with social and communication skills.

Peers are chosen on the basis of specific criteria and trained to initiate and maintain positive social interactions with learners who have challenges in this area. An adult is present during the training sessions and supervises the activities, but the peers are mostly responsible for the skills training.


The Different Types of Peer-mediated Interventions
There are different types of peer-mediated interventions that can be adapted to the needs of learners and peers. Some of these interventions are particularly appropriate for younger learners, others for older learners. Sometimes they are individual interventions, and sometimes they are group interventions. Click each type to find out more:



Selection of Peers
An important step in planning a peer-mediated intervention is the selection of peers. Because peers play a critical role in the implementation of the intervention, it is important to choose them strategically. Here are a few selection criteria:

Choose peers who:

• Demonstrate age-appropriate social, language, and play skills;
• Already have positive social interactions with the learner;
• Generally respond well to the instructions they are given;
• Are able to engage in activities or play for an age-appropriate period of time;
• Have a good attendance record;
• Have a schedule or classes in common with the learner;
• Show an interest in the intervention.

Parental consent is required for peers to take part in an intervention. Approximately four to six peers should be chosen to implement the peer network. More than one peer can be chosen to implement peer support on a rotating schedule.

Steps in a Peer-mediated Intervention
Step 1: Train the peer.
An important step in peer-mediated intervention is peer training. The peer must acquire certain skills so they can interact effectively with the learner and thus help the learner develop the targeted skills.

Step 2: Carry out intervention sessions with the peer in a structured context.
For simplicity, in this section, the term “peer” will be written in the singular most of the time. However, it is possible for several peers to take part in the intervention.The intervention will first be carried out in a structured context, i.e., a place that can easily be supervised by an adult and where the peer feels comfortable putting the different strategies into practice. The adult must be able to intervene easily and offer immediate and constructive feedback to the peer. Also, the adult must collect data during the intervention.

Step 3: Provide the peer with feedback after each intervention session.
It is important for the adult to observe the intervention and offer feedback to the peer immediately afterwards. Feedback should be detailed and provide the peer with areas for improvement.

Step 4: Conduct intervention sessions with the peer in the natural context.
It is possible to alternate between intervention sessions in a structured context and intervention sessions in the natural context if this meets the needs of the learner and the peer.Once the peer feels comfortable implementing the components of the intervention, the intervention can take place in the usual environment, i.e., during activities that are part of the daily routine. The intervention can take place in the cafeteria, at recess, or during a classroom activity. However, the adult must be there to observe, collect data, and intervene as needed.

Step 5: Provide the peer with feedback after each intervention session.
As with interventions in structured contexts, the adult must offer the peer feedback after the intervention sessions in the natural setting. It is sometimes necessary to wait until the appropriate time comes along (e.g., after recess or after lunch) so as not to disrupt the activity.

Sensitivity to Diversity
“Inclusive education is a fundamental component of respect for diversity as well as the principle that each child and youth has the inherent ability to learn” (EECD, 2016). All learners have their own strengths and challenges. Since peers are heavily involved in the intervention, it is important that they be made aware of the diversity and richness of individual differences.

Depending on the situation, it may be beneficial to hold discussions on specific topics to encourage peers to demonstrate acceptance, a positive attitude, and increased understanding. It is important for peers to be familiar with the strengths and challenges of others and techniques for helping them, particularly if a specific diagnosis has been made.

Teachers can sensitize peers to diversity by exploring the issue further in class or by inviting an expert to come and speak to the students. For example, the teacher could invite a speech language pathologist to come and talk to students about dysphasia to make them more aware of the learning challenges faced by a learner in the group.

Here are some important components of sensitivity training for peers:



Considerations During Peer-mediated Intervention


Examples of Skills that Can Be Taught Using Peer-mediated Intervention
Peer-mediated intervention applies to various domains and skills listed in the CALI – Functional Skills for Independence. Click below to see some examples of skills that lend themselves well to peer-mediated intervention.