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Classroom
Overview
Who is involved?
Teacher
Student who needs help with
social/ behavioral skills
Peer model
Parents (to give consent)
Paraprofessional
5. Implementation
6. generalization
(Neitzel, J. 2008)
Peer Model
Training
Training Guide
Implementation
https://youtu.be/TkqvC9xwJ3E
Academic-related supports:
Sharing class materials
Natural
Accepting
Mutually beneficial
Why is it necessary?
Increases awareness of differences
Increases acceptance
Positively supports inclusion
Research says .
Educators must understand that
when the possibility exists for using a
sibling or peer as a potential model
for teaching skills to children with
ASD, he or she may be just as
effective (if not more so) than
exhausting the much-needed
resources of the teacher or
paraprofessional. (Jones 2004)
START
https://www.autismspeaks.org/family-services/grants/incorporating-peermodeling-social-skills-training-children-and-adolescents-a
Works Cited
Jones, C. D., & Schwartz, I. S. (2004). Siblings, Peers, and Adults: Differential Effects of
Models for Children With Autism. Topics in Early Childhood Special Education, 24(4), 187198.
Neitzel, J. (2008).Steps for implementation: PMII for elementary, middle, and high
school.Chapel Hill, NC: National Professional Development Center on Autism Spectrum
Disorders,Frank Porter Graham Child Development Institute, The University of North
Carolina
Patricia Prelock, R. M. (2012). Treatment of Autism Spectrum Disorders. Baltimore: Paul H
Brooks Publishing Co.