Peer-Mediated Instruction and Intervention (PMII) is a method where typical peers work with individuals with Autism Spectrum Disorder (ASD) to help them learn new behaviours, communication skills, and social interactions. This approach enhances the child's learning by using real-life settings and activities. Educators train peers on how to effectively interact and support their classmates with ASD, ensuring that these interactions are both meaningful and long-lasting. This process involves both guided activities led by the instructor and activities where the learners drive the interaction themselves (Steinbrenner et al., 2020).
Step 1 Rapport Building: Build rapport with the child and understand their natural interactions with the Speech Generating Device (SGD).
Spend about few days observing the child in their classroom setting to see how they naturally use the SGD during selected activities with a peer (another child). No additional prompts or assistance are provided.
End each session after the activity is finished and there are no more communication attempts.
Step 2 Peer Orientation: Train the peer (J) to effectively support the child (M) with the SGD.
Initial Training: Conduct a 15-minute session with J to teach them how to use the SGD, understand non-verbal communication methods, and use verbal and gestural prompts.
Practice: Engage J in role-play activities to practice these prompting strategies.
Review Sessions: Provide quick reviews and feedback before each session with M to ensure J is prepared.
Step 3 Teach: Enable J to support M effectively with the SGD during selected activities.
Activity Sessions: Have J and M participate in selected activities together, with J modeling and prompting M to use the SGD.
Modeling and Prompting: J models SGD use and provides verbal and gestural prompts to encourage M. Use prompts like “Let’s try to get M to use the iPad.”
Time Delays: Implement a 5- to 7-second wait time before J prompts M, and a 5- to 10-second delay for M to respond after prompts.
Guidance: Offer specific instructions to J as needed, such as “Call M’s name and tap the iPad.”
Gradual Fading: Slowly reduce the amount of prompting and guidance given to J as they become more proficient.
Independent Support: Allow J to assist M independently over time, phasing out review sessions as J becomes more confident.
Step 4 Follow-Up:
Ensure on-going effectiveness of SGD use and support.
Check-In: Approximately 2 months after the intervention phase, follow up to confirm J's continued effectiveness in supporting M and that M is using the SGD as intended.
Step 5 Generalisation:
Ensure that skills learned are applied in various contexts.
Apply Skills in Different Contexts: Observe if J and M can use the SGD effectively in different activities or settings beyond the initial selected activities.
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., YücesoyÖzkan, S., & Savage, M. N. (2020). Evidence-Based Practices for Children, Youth, and Young Adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team
Tan, P., & Alant, E. (2018). Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study. Assistive Technology, 30(1), 9-15. https://doi.org/10.1097/00011363-198812000-0000610.1080/10400435.2016.1223209