Peer-mediated instruction
Encyclopedia
Peer-mediated instruction (PMI) is an approach in special education
where peers
of the target students are trained to provide necessary tutoring in educational, behavioral, and/or social concerns.(Chan et al., 2009). In PMI, peers may mediate by modeling
appropriate behavior themselves, using prompting procedures
to elicit appropriate behavior from the target students, and reinforcing
appropriate behavior when it occurs. The peer tutors are chosen from the target students' classrooms, trained to mediate and closely observed during mediation. Among the advantages noted to the technique, it takes advantage of the positive potential of peer pressure and may integrate target students more fully in their peer group. Conversely, it is time consuming to implement and presents challenges in making sure that the peers follow proper techniques. However, studies have suggested it may be an effective technique for a wide range of students, including those with Autism spectrum
disorders.
The student or students chosen as peers must be properly coached before the peer relationship begins, both to understand the importance of the intervention and the methods which should be used. Instructors may model behaviors to the peer tutors and may role play with the peer tutors, allowing the peer tutors to experience both parts in the PMI relationship. Other methods for training could include visual aids, reinforcement for correct implementation, instruction manuals and video instructions. Once the PMI relationship begins, the teacher provides on-going feedback, watching the peer at all times while the intervention is being used. (Chan et al., 2009).
by what they see their peers doing. Third, students are often less intimidated by a peer than they are a teacher, which makes instruction and feedback from peers potentially more effective. Fourth, it may not only offer short-term intervention benefits, but can also strengthen the target student's social ties within the classroom. Finally, research has been done with many different types of learners, including students with learning disabilities
, behavior disorders and attention deficit hyperactivity disorder, which show that PMI may be effective for a wide range of students (Fuchs & Fuchs, 2005; Flood, Wilder, Flood & Masuda, 2002).
In 2009, Research in Autism Spectrum Disorders published a paper by Chan et al. that concluded that PMI is a potentially effective intervention approach for students with Autism disorders. The paper reviewed 42 studies in which PMI was used with a total of 172 target students. In most cases (92%), the peer tutors did not have any diagnosis themselves, although in some peers had learning disabilities or behavior disorders of their own. The target students were diagnosed with Autistic Disorder, Asperger Syndrome
, or Pervasive Developmental Disorder-Not Otherwise Specified. The most common intervention goal was to increase social interaction amongst the target student and his or her peers. The peers prompted the target students to play, use motor skills and communicate (Odom & Strain, 1986; Carr & Darcy, 1990, as cited in Chan et al., 2009). The target students were most commonly observed for improvement in social interaction in such areas as taking turns sharing (Harper, Symon & Frea, 2008 as cited in Chan et al., 2009), maintaining interactions (Haring & Breen, 1992 as cited in Chan et al., 2009), and showing affection (Ragland et al., 1978 as cited in Chan et al., 2009). Overall, in 91% of the studies, the PMI proved effective for all participants. In the remaining studies, the intervention was effective for some, but not all participants.
Chan et al. (2009) did note some limitations on the procedures. It is time consuming and sometimes challenging to implement, particularly as the tutoring is being performed by children rather than trained professionals (Chan et al., 2009). They noted that the studies they reviewed had no data on how faithfully the peer tutors followed intervention procedures.
Special education
Special education is the education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials,...
where peers
Peer group
A peer group is a social group consisting of humans. Peer groups are an informal primary group of people who share a similar or equal status and who are usually of roughly the same age, tended to travel around and interact within the social aggregate Members of a particular peer group often have...
of the target students are trained to provide necessary tutoring in educational, behavioral, and/or social concerns.(Chan et al., 2009). In PMI, peers may mediate by modeling
Modelling (psychology)
Modelling or modeling in psychology is:# a method used in certain techniques of psychotherapy whereby the client learns by imitation alone, without any specific verbal direction by the therapist and...
appropriate behavior themselves, using prompting procedures
Response Prompting Procedures
Response Prompting Procedures are systematic strategies used to increase the probability of correct responding and opportunities for positive reinforcement for learners by providing and then systematically removing prompts. Response prompting is sometimes called “errorless” learning because...
to elicit appropriate behavior from the target students, and reinforcing
Reinforcement
Reinforcement is a term in operant conditioning and behavior analysis for the process of increasing the rate or probability of a behavior in the form of a "response" by the delivery or emergence of a stimulus Reinforcement is a term in operant conditioning and behavior analysis for the process of...
appropriate behavior when it occurs. The peer tutors are chosen from the target students' classrooms, trained to mediate and closely observed during mediation. Among the advantages noted to the technique, it takes advantage of the positive potential of peer pressure and may integrate target students more fully in their peer group. Conversely, it is time consuming to implement and presents challenges in making sure that the peers follow proper techniques. However, studies have suggested it may be an effective technique for a wide range of students, including those with Autism spectrum
Autism spectrum
The term "autism spectrum" is often used to describe disorders that are currently classified as pervasive developmental disorders. Pervasive developmental disorders include autism, Asperger syndrome, Childhood disintegrative disorder, Rett syndrome and Pervasive Developmental Disorder Not Otherwise...
disorders.
Procedure
A student or students will be chosen from the target student's classroom to serve as a peer tutor. Garrison-Harrell et al. (as cited in Chan et al., 2009) suggested a systematic way to choosing the peers to be involved in the treatment based on social status and teacher judgment. Students were asked to list three peers they would like to play with on the playground, three peers they would invite to a party, and three peers they consider to be good friends. Teachers reviewed the top candidates, and selected the tutors based on social skills, language skills, school attendance and classroom behavior.The student or students chosen as peers must be properly coached before the peer relationship begins, both to understand the importance of the intervention and the methods which should be used. Instructors may model behaviors to the peer tutors and may role play with the peer tutors, allowing the peer tutors to experience both parts in the PMI relationship. Other methods for training could include visual aids, reinforcement for correct implementation, instruction manuals and video instructions. Once the PMI relationship begins, the teacher provides on-going feedback, watching the peer at all times while the intervention is being used. (Chan et al., 2009).
Strengths and limitations
There are advantages of using PMI as an intervention strategy. First, there is never a shortage of peers to use, especially when implementing an intervention in a school or classroom. Second, students are influenced through observational learningObservational learning
Observational learning is a type of learning that occurs as a function of observing, retaining and replicating novel behavior executed by others...
by what they see their peers doing. Third, students are often less intimidated by a peer than they are a teacher, which makes instruction and feedback from peers potentially more effective. Fourth, it may not only offer short-term intervention benefits, but can also strengthen the target student's social ties within the classroom. Finally, research has been done with many different types of learners, including students with learning disabilities
Learning disability
Learning disability is a classification including several disorders in which a person has difficulty learning in a typical manner, usually caused by an unknown factor or factors...
, behavior disorders and attention deficit hyperactivity disorder, which show that PMI may be effective for a wide range of students (Fuchs & Fuchs, 2005; Flood, Wilder, Flood & Masuda, 2002).
In 2009, Research in Autism Spectrum Disorders published a paper by Chan et al. that concluded that PMI is a potentially effective intervention approach for students with Autism disorders. The paper reviewed 42 studies in which PMI was used with a total of 172 target students. In most cases (92%), the peer tutors did not have any diagnosis themselves, although in some peers had learning disabilities or behavior disorders of their own. The target students were diagnosed with Autistic Disorder, Asperger Syndrome
Asperger syndrome
Asperger's syndrome that is characterized by significant difficulties in social interaction, alongside restricted and repetitive patterns of behavior and interests. It differs from other autism spectrum disorders by its relative preservation of linguistic and cognitive development...
, or Pervasive Developmental Disorder-Not Otherwise Specified. The most common intervention goal was to increase social interaction amongst the target student and his or her peers. The peers prompted the target students to play, use motor skills and communicate (Odom & Strain, 1986; Carr & Darcy, 1990, as cited in Chan et al., 2009). The target students were most commonly observed for improvement in social interaction in such areas as taking turns sharing (Harper, Symon & Frea, 2008 as cited in Chan et al., 2009), maintaining interactions (Haring & Breen, 1992 as cited in Chan et al., 2009), and showing affection (Ragland et al., 1978 as cited in Chan et al., 2009). Overall, in 91% of the studies, the PMI proved effective for all participants. In the remaining studies, the intervention was effective for some, but not all participants.
Chan et al. (2009) did note some limitations on the procedures. It is time consuming and sometimes challenging to implement, particularly as the tutoring is being performed by children rather than trained professionals (Chan et al., 2009). They noted that the studies they reviewed had no data on how faithfully the peer tutors followed intervention procedures.
Application to General Education classroom settings
Varying forms of Peer Mediated Instruction and Interventions have been conducted in a great range of settings over the decades. Research has been conducted in educational and non-educational environments with positive outcomes in each. It is important to note that PMII strategies are not restricted or inclusive to education or special education, but have been found to be effective in each-as well as inclusive classroom settings. The following characteristics have been identified by Kulik & Kulik (1992), as central for successful implementation of Peer Mediated Instruction.- Expectations for student learning. Teachers should establish high expectation levels. No students are expected to fall below the level of learning needed to be successful at the next level of education.
- Careful orientation to lessons. Teachers must clearly describe the relationship of a current lesson to previous study. Students are reminded of key concepts or skills previously covered.
- Clear and focused instructions to participants.
- Close teacher monitoring of student progress. Frequently formal and informal monitoring of student learning by teachers. Teachers must require that students are accountable for their product and learning.
- Re-teach. If students show signs of confusion, misinterpretation or misunderstanding, the teacher must be responsible to teach again.
- Use classtime for learning. Students must pace themselves and should be monitored for task completion.
- Positive and personal teacher and student interaction. Cooperative Learning and Peer Tutoring Strategies are instruction methods of choice in many classrooms as they are noted for preventing and alleviating many social problems related to children, adolescents, and young adults.