To what degree will peer-mediated intervention programming assist students on the autism spectrum in recognizing and using appropriate social skills in an inclusive general education setting?

Teala Groski


Seminar Title


To what degree will peer-mediated intervention programming assist students on the autism spectrum in recognizing and using appropriate social skills in an inclusive general education setting?


Concept/Strategy

Focus of the Research


Social Emotional Learning/Peer Relationships


Grade Level

Research Was Applied


4th Grade


Relevant Grade Level

Connections


4th Grade


Discipline

Where Research Was Applied


Special Education


Additional Discipline Areas

I see Application to


All Disciplines


Invitation/Commercial


“YOUR” student. Two words that can make a special education teacher cringe. Through my action research project, I was able to create inclusive environments for general and special education students alike. My main focus began with peer-mediated interventions, encouraging general education students to provide mentorship for students with varying abilities within an inclusive setting. Working closely and collaboratively with general education staff, we built opportunities for “OUR” students to work together and be a positive part of the same classroom community in such a way that was productive and beneficial to everyone. If you are looking for ways to build positive staff and student relationships in generalized environments, this is the session for you!


Abstract


“YOUR” student. Two words that can make a special education teacher cringe. My action research focused on creating inclusive environments for students on the autism spectrum through the use of peer-mediated interventions to determine if this would increase their ability to recognize and utilize appropriate social skills in the general education setting. As a result of my literature review, I learned that the use of peer prompting can be beneficial in reducing disruptive behaviors among individuals with autism spectrum disorders more so than adult prompting. With peer prompting, students also begin to build positive relationships with one another in a common environment. Students who are acting as peer mediators must be provided appropriate training in order to understand how they can best assist their peers. Frequent check-ins with my students, their peers, and general education staff, as well as frequent formal and informal observation are essential to ensuring that these interventions are appropriate and worthwhile. My main focus began with the implementation of peer-mediated interventions, encouraging general education students to provide mentorship for students with varying abilities within an inclusive setting. Through many behavioral challenges, I began incorporating reverse integration, inviting general education students to the special education setting to develop these positive relationships in a more comfortable environment. I then sought out the assistance of general education staff to continue to help these relationships flourish in generalized settings. Overall, students have been able to build more positive relationships and utilize more appropriate social skills. I continue to look at whether this benefit comes from the use of social skills curriculum or from peer-mediated interventions.