Implementation
The peer-mediated intervention is now ready to be implemented. Regardless of the approach chosen, the same steps must be taken, starting with the first one and then chaining the following ones when the peers demonstrate that they are ready. Certain steps can be repeated, as needed.Here are some tips for each step. It is important for the individuals responsible for the different steps to become familiar with them:
Step 1: Train the peer.
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.An important step in a peer-mediated intervention is peer training. Peers must acquire certain skills that will enable them to interact effectively with the learner and thus promote the development of the targeted skills by the learner. Here are a few tips for peer training:
Peer Training Sessions
- If several peers are involved in the intervention, train them as a group so they can encourage and train one another.
- Start by discussing diversity sensitivity with the peer. Additional information about this is provided in the Information section.
- Present the strategies one by one.
- Use the first four steps in Behavioural Skills Training (BST) to teach the targeted skill to the peer. This strategy helps to confirm that the peer is able to demonstrate the targeted skill. The fifth step in the BST approach will be carried out during the implementation.
- Offer the peer prompts, such as visual or textual supports.
- Show the peer how to provide the learner with reinforcement. Practice this skill with the peer.
- Provide reinforcement for the effort made by the peer and when the peer demonstrates the desired behaviours during training.
Peer Training Sessions
| Date and Time | Person(s) Involved | Context | Steps Carried Out | Notes and Comments |
|---|---|---|---|---|
| January 18, XXXX | Mr. Burman | Mr. Burman’s office | ☑︎ Guidelines ☑︎ Modelling ☑︎ Practical exercises ☑︎ Feedback |
First teaching session with Vivien and Felix. We worked on the first part of the skill, “listening to others without interrupting.” They practiced modelling this skill. |
| Week of February 22nd | Mr. Burman | Mr. Burman’s office | ☑︎ Guidelines ☑︎ Modelling ☑︎ Practical exercises ☑︎ Feedback |
We worked on the second part of the skill, “using positive sentences.” Vivien was very comfortable with the strategy on the first try. We practiced it several times to make sure Felix was comfortable as well. |
| January 24, XXXX | Mr. Burman | Mr. Burman’s office | ☑︎ Guidelines ☑︎ Modelling ☑︎ Practical exercises ☑︎ Feedback |
I conducted an additional session with Vivien and Felix after our first activity with Gabriel. He needed to be prompted to use the targeted skill. We therefore worked on prompting during the training session. |
Step 2: Conduct intervention sessions with the peers in a structured context.
- Organize an activity that enables the learner and the peer to practice the targeted skills.
- Choose an activity that the learner enjoys in order to increase the learner’s motivation to participate actively.
- Choose a quiet location where it is possible to observe the interaction and intervene, as needed.
- Start with a short activity to increase the likelihood that the session will be successful.
- Provide the peer with prompts, if necessary. For example, if the peer does not know how to react to a learner’s comment, whisper a possible response to the peer.
- Provide the peer with reinforcement if the peer demonstrates the desired behaviours. For example, congratulate the peer for playing well with the learner or thank the peer for taking the time to help the learner.
- Make sure the peer uses reinforcement with the learner, as planned. Otherwise, provide the learner with reinforcement while complying with the ongoing reinforcement criteria set during the planning process. Offer better quality reinforcement for better responses (i.e., independent responses).
- Conduct sessions in a structured context until the peer and the learner have mastered the targeted skill.
- Record observations on the data collection sheet below:
Data Collection Sheet (Peer-mediated Intervention): Implementation
Step 3: Provide the peer with feedback after each intervention session.
Provide the peer with feedback immediately after each intervention session.- Start by highlighting the positive aspects of the session in a descriptive and detailed manner. For example, say to the peer, “You waited for 3-5 seconds before helping the learner. Good job, that’s exactly what you were supposed to do!”
- If the peer had difficulty with certain aspects of the intervention session, describe specifically how the peer can do better and achieve the goal. For example, say to the peer, “Next time, I’d like you to count to 3, silently, before helping the learner, okay?”
- Ask if the peer has any questions about the next session.
It is possible to alternate between intervention sessions in a structured context and intervention sessions in the usual context if this meets the needs of the learner and the peers.
Step 4: Conduct intervention sessions with the peer in the natural context.
- Take advantage of daily activities to conduct intervention sessions (e.g., recess, free play, field trips).
- Allow the peer to conduct the session independently but stay close to the group to intervene as needed.
- Prompt the peer if necessary. For example, if the peer does not know how to react to a comment made by the learner, whisper a possible response to the peer.
- Offer the peer reinforcement when the desired behaviours are demonstrated by the peer. For example, congratulate the peer for playing well with the learner or thank the peer for taking the time to help the learner.
- Make sure the peer uses reinforcement with the learner, as planned. Otherwise, provide the learner with reinforcement while complying with the ongoing reinforcement criteria set during the planning process. Offer better quality reinforcement for better responses (i.e., independent responses).
- Conduct sessions in the usual context until the learner has achieved the goal set at the start.
- Continue to record observations on the Data Collection Sheet.
Step 5: Provide the peer with feedback after each intervention session.
- Provide the peer with feedback immediately after each intervention session.
- Start by highlighting the positive aspects of the session in a descriptive and detailed manner. For example, say to the peer, “You waited for 3-5 seconds before helping the learner. Good job, that’s exactly what you were supposed to do!”
- If the peer had difficulty with certain aspects of the intervention session, describe specifically how the peer can do better and achieve the goal. For example, say to the peer, “Next time, I’d like you to count to 3, silently, before helping the learner.”
- Ask if the peer has any questions about the intervention.
Fading Reinforcement
During the planning of the intervention, you learned that it is recommended to match tangible reinforcers with social reinforcers. To fade reinforcement, teams must ensure that the learner is motivated by and has access to the reinforcers that occur naturally in the environment. The more motivated the learner is by the reinforcement of the natural environment (e.g., positive interactions with others, quality time spent with friends), the more likely it is that the skill taught during the intervention will be transferred to the natural environment.
Tracking Progress
Depending on the skill taught, the number of teaching opportunities per day or per week will be limited. Also, several individuals may be responsible for supervising the implementation of peer-mediated interventions. It is therefore very important to record the learner’s progress using the Data Collection Sheet (Implementation) and the Intervention Planning Tool.
The Data Collection Sheet makes it possible to:
- See the results of each intervention session with the peer;
- Note whether the frequency of the learner’s targeted behaviour is increasing;
- Note whether the quality of the learner’s responses is increasing;
- Note trends (e.g., whether the learner has good results in the morning but seems to have greater difficulty in the afternoon).
Here is how the intervention sessions went with Gabriel:
Data Collection Sheet (Peer-mediated Intervention): Gabriel's Example
The Intervention Planning Tool will enable you to:
- See how many sessions were conducted during the target period;
- Summarize the strengths and challenges encountered during the target period;
- Calculate an average frequency for the target period;
- Note the achievement of the goal.
Click here to examine the Tracking Progress section of Gabriel's Intervention Planning Tool
Tracking Progress
| Period | # of sessions performed | Strengths/challenges | Average frequency | Initials and comments |
|---|---|---|---|---|
| From January 20th to February 2nd | 2 Structured context 0 Natural context |
Strengths: Great energy from the models; Gabriel was very motivated to participate; Gabriel responded very well to the intervention. Challenges: Gabriel had some difficulty with the second part of the skill. He tried to get the others to change their minds. | N/A | Plan a short session with Vivien and Felix to show them how to react when Gabriel tries to make them change their mind. L.B. |
| From February 5th to February 16th | 2 Structured context 1 Natural context |
Strengths: The models prompted and reinforced Gabriel’s behaviour in a structured context very well. Gabriel made a good effort to use the “positive sentences” sheet. Challenges: During the classroom activity, the models had more difficulty prompting and reinforcing Gabriel. | N/A | L.B. |
| From February 19th to March 2nd | 1 Structured context 2 Natural context |
Strengths: Gabriel was able to use his sheet without prompting; the rest of the class followed the example of the models, providing Gabriel with even more reinforcement. | N/A | L.B. |
| From March 12th to March 15th | 0 Structured context 2 Natural context |
Strengths: Gabriel used his positive sentences without the help of his sheet. He is becoming more and more independent. | N/A | All peers in the class reinforce Gabriel's appropriate behaviours very well. This seems to contribute to his motivation to use positive sentences. L.B. |
If the frequency of the targeted behaviour does not increase, consider these questions:
- Are all steps of the intervention being implemented as planned?
- Does the list of potential reinforcers need to be updated?
- Do the quantity and quality of the reinforcers offered correspond to the effort required to complete the task or demonstrate the requested behaviour?
- Does the learner have access to reinforcers at other times? Does this affect the learner’s motivation to obtain the reinforcer?
Generalization of the Skill
According to Cooper, Heron, and Heward (2007), a behaviour is generalized when it occurs in other contexts, with other people, and over time, without specific teaching related to these variables. It would be impossible to teach all people all behaviours, under all circumstances. Generalization is therefore an essential concept that must be taken into account when planning interventions with learners who present challenges.
Teams must be sure to consider the transfer and generalization of the targeted skill at the start of the planning process so these concepts can be incorporated into the entire process. The transfer and generalization of skills will be easier for some learners than for others.
Here are some strategies that encourage the generalization of the skills learned:
- Select several peers to conduct the intervention sessions. The learner will then have an opportunity to practice with different individuals.
- Plan different activities for intervention sessions in a structured setting.
- Involve the other students in the class in the intervention sessions within the usual context.
- Practice a variety of correct responses with peers so they can use them with the learner (e.g., different ways of initiating a conversation).
- Even after the goal has been reached, regularly check that the learner continues to demonstrate the skill.
- Talk to the learner’s parents/guardians to ensure they are encouraging generalization of the skill at home.
