Planning
Good planning is required in order for the adults and peers involved to carry out a peer-mediated intervention with fidelity and rigour. As with all interventions, it is essential to take into account the learning environment and respect the principles of inclusion.Throughout this section you will follow the path of Gabriel, a 10-year-old learner who had a CALI – Functional Skills for Independence. His team decided to focus on teaching the skill Recognizing the views of others and accepting differences of opinion.
The Intervention Planning Tool linked below helps teams record the information required for the smooth operation of the peer-mediated intervention and the learner’s progress. Open the document that contains Gabriel’s example and follow the steps performed by his team during the planning process.
Intervention Planning Tool (Peer-mediated Intervention)Intervention Planning Tool (Peer-mediated Intervention) – Gabriel's Example
Planning Process
Click on each step for a detailed description.
1. Designate the individuals responsible for the steps of the intervention.
Peer-mediated intervention requires planning and peer training, as well as ongoing supervision and support during the intervention. These steps can be carried out by the same person or shared among several people. The Coaching and Supporting Staff section suggests strategies for training and supporting those involved in the intervention, as needed.
2. Define the targeted skill in observable and measurable terms.
It is important to define the targeted skill so that all those involved can read the description to learn exactly what does or does not constitute a correct answer. An effective definition therefore includes information that precisely describes the skill.
| Examples Measurable and observable | Counterexamples Difficult to measure or observe |
|---|---|
| Offer a toy he is playing with to a peer or agree to give a toy he is playing with to a peer when the peer asks him | Share his toys |
| Wave or say “hi” after making visual contact with a person | Greet people |
| Throw a softball with both hands in a certain direction | Throw a ball |
3. Collect data on the learner’s current level.
Writing a SMART goal involves first determining the learner’s current level. The CALI – Functional Skills for Independence often helps to collect relevant information (e.g., the learner gets angry when someone does not share his opinion, particularly when sports are being discussed).
The objective of this data collection is to obtain enough information about the learner’s current level to be able to write a SMART goal: Specific, Measurable, Achievable, Realistic, and Time-Bound. To do this, it is necessary to remain neutral and record specific facts directly related to the skill observed, noting trends or recurring elements.
Here is a data collection sheet that can be used to obtain information about the learner’s current level. It can be adapted to the type of data to be collected. This tool can be used to measure the frequency or the duration of a behaviour, depending on the nature of the observed behaviour.
Data Collection Sheet (Peer-mediated Intervention): Current level
See how Gabriel’s team recorded the data related to his behaviour. This is a narrative description of the behaviour:
Data Collection Sheet (Peer-mediated Intervention): Gabriel’s Current Level
The Intervention Planning Tool includes a section entitled Learner’s Current Level where a brief summary can be written using the information collected. Here is the summary that the team wrote for Gabriel:
During the three activities observed, Gabriel got into two conflicts with his peers because he did not agree with their opinions or ideas. Those two conflicts caused him to leave the group.
The objective of this data collection is to obtain enough information about the learner’s current level to be able to write a SMART goal: Specific, Measurable, Achievable, Realistic, and Time-Bound. To do this, it is necessary to remain neutral and record specific facts directly related to the skill observed, noting trends or recurring elements.
Here is a data collection sheet that can be used to obtain information about the learner’s current level. It can be adapted to the type of data to be collected. This tool can be used to measure the frequency or the duration of a behaviour, depending on the nature of the observed behaviour.
Data Collection Sheet (Peer-mediated Intervention): Current level
See how Gabriel’s team recorded the data related to his behaviour. This is a narrative description of the behaviour:
Data Collection Sheet (Peer-mediated Intervention): Gabriel’s Current Level
The Intervention Planning Tool includes a section entitled Learner’s Current Level where a brief summary can be written using the information collected. Here is the summary that the team wrote for Gabriel:
During the three activities observed, Gabriel got into two conflicts with his peers because he did not agree with their opinions or ideas. Those two conflicts caused him to leave the group.
4. Write a SMART goal.
Once the team has collected the necessary information, they can write a SMART goal for the learner. This goal will be included in the learner’s intervention plan or in any other relevant document.
Here is the SMART goal that the team wrote for Gabriel:
By March 15, XXXX, when a peer suggests an idea or shares an opinion that he does not agree with, Gabriel will be able to listen to the peer without interrupting and respond using a positive sentence with no more than one reminder from the adult or a peer, without negotiating or withdrawing from the situation, during three consecutive assessments.*Examples of positive sentences: “What you’re saying is interesting,” “Thank you for sharing your opinion,” “I hadn’t thought of that!”
Here is the SMART goal that the team wrote for Gabriel:
By March 15, XXXX, when a peer suggests an idea or shares an opinion that he does not agree with, Gabriel will be able to listen to the peer without interrupting and respond using a positive sentence with no more than one reminder from the adult or a peer, without negotiating or withdrawing from the situation, during three consecutive assessments.*Examples of positive sentences: “What you’re saying is interesting,” “Thank you for sharing your opinion,” “I hadn’t thought of that!”
5. Choose an approach.
Choose an approach from among the options proposed in the Information section, based on the learner’s strengths and challenges and the targeted skill.
6. Select peers.
Select the peer(s) who will take part in the intervention according to the chosen approach. There is information about this in the Information section.
7. Plan the sessions to suit the schedule of those involved in implementing the intervention.
The first step is to schedule times for peer training, followed by times for the intervention itself. It is important to draw up a schedule that will enable the learner and the peers to be fully engaged in the intervention sessions, while also having some free time. Peers participate in the intervention on a voluntary basis, so it is important to adjust the schedule to their needs.
8. Determine what contexts are appropriate for the different steps of the intervention.
Choose a location for the peer training, as well as a location where the intervention will take place. Depending on the approach chosen and the specifics of the targeted skill, some contexts will be more appropriate than others. A quieter location may be necessary for certain interventions, whereas the usual environment may be more appropriate for others.
The Inclusive Learning Environment section explores the issue of the learning environment in greater depth. The Intervention Planning Tool includes a section entitled Planning the Learning Context to be completed. Here is how Gabriel’s team chose an appropriate context for the intervention and filled in the relevant section:
Planning the Learning Context
In what environment can the skill be put into practice?
Gabriel could practice this skill throughout the day, in any situation where he is required to interact with others.
Can the level of reinforcement required to learn the targeted skill be provided in the common learning environment? If yes, how?
Gabriel is motivated by social reinforcement and interactions with his friends. He will have access to the reinforcement that occurs naturally in the environment when he demonstrates the targeted skill.
Does the common learning environment allow for the level of intensity necessary for the learner to learn the targeted skill? Elaborate.
Gabriel will need teaching sessions where he can interact with his peers in a context that is structured and supervised by an adult.
Does the learner have observational learning skills? If not, plan to teach these skills.
Yes, he has these skills.
What learning context is the most favourable for the learner’s success?
Learning will take place in a small group. The adult can then intervene and encourage Gabriel to demonstrate the targeted skill. The peers will be chosen strategically so they can contribute to the teaching process.
The Inclusive Learning Environment section explores the issue of the learning environment in greater depth. The Intervention Planning Tool includes a section entitled Planning the Learning Context to be completed. Here is how Gabriel’s team chose an appropriate context for the intervention and filled in the relevant section:
Planning the Learning Context
In what environment can the skill be put into practice?
Gabriel could practice this skill throughout the day, in any situation where he is required to interact with others.
Can the level of reinforcement required to learn the targeted skill be provided in the common learning environment? If yes, how?
Gabriel is motivated by social reinforcement and interactions with his friends. He will have access to the reinforcement that occurs naturally in the environment when he demonstrates the targeted skill.
Does the common learning environment allow for the level of intensity necessary for the learner to learn the targeted skill? Elaborate.
Gabriel will need teaching sessions where he can interact with his peers in a context that is structured and supervised by an adult.
Does the learner have observational learning skills? If not, plan to teach these skills.
Yes, he has these skills.
What learning context is the most favourable for the learner’s success?
Learning will take place in a small group. The adult can then intervene and encourage Gabriel to demonstrate the targeted skill. The peers will be chosen strategically so they can contribute to the teaching process.
9. Identify reinforcers.
The reinforcers to be offered to the learner (or that the learner can exchange for tokens) must now be identified. The reinforcers are tangible objects, activities, events or privileges. Peers can also receive reinforcers based on their age and the approach chosen. The preference assessment makes it possible to list potential reinforcers and offer the learner varied reinforcers.
10. Identify the components of the learner’s reinforcement program.
To bring about an increase in the frequency of the targeted behaviour, the peer or the adult supervising the intervention must offer the learner a reinforcer immediately after the behaviour. The components of the reinforcement program must therefore be easy to implement. It is important to specify the following:
There also needs to be a shift from tangible reinforcers to social reinforcers. This important step in the learning process will enable the learner to access the reinforcement that occurs naturally in the environment.
- Who is responsible for offering the reinforcer to the learner?
- What quantity must be offered?
- For how long can the learner have access to a tangible reinforcer?
There also needs to be a shift from tangible reinforcers to social reinforcers. This important step in the learning process will enable the learner to access the reinforcement that occurs naturally in the environment.
11. Obtain the necessary consent(s)/authorization(s) for the learner and the peers involved.
Parents/guardians, teachers, and other care providers who participated in the CALI – Functional Skills for Independence agreed on the choice of the skill or skills to be taught to the learner. However, the parents/guardians of the learner must further consent to have the learner discussed during sensitivity training sessions. Teams must also obtain consent from the parents/guardians of the peers selected for the intervention.
12. Assemble the materials required for peer training, activities, and reinforcement.
Implementing the intervention requires a variety of materials adapted to the learner’s context and age, as well as the reinforcers identified during the planning stage.
13. Prepare the necessary data collection sheets.
The data collection sheets are used to record the learner’s performances. Here is a sample collection sheet that can be adapted to the requirements of the intervention.
Data Collection Sheet (Peer-mediated Intervention): Implementation
Data Collection Sheet (Peer-mediated Intervention): Implementation
14. Plan ongoing support.
Ongoing support is essential to the success of the intervention, and the peers who carry out interventions need support and guidance. A responsible adult supervises the peer-mediated interventions and observes the performance of both the learner and the peer(s). The adult can thus offer feedback to the peers to help them progress.
