Peer-Mediated Instruction and Intervention Fact Sheet
Peer-mediated instruction and intervention (PMII) is used to teach typically developing peers ways to interact with and help learners with ASD acquire new behavior, communication, and social skills by increasing social opportunities within natural environments. With PMII, peers are systematically taught ways of engaging learners with ASD in social interactions in both teacher- directed and learner-initiated activities. Peers are paired or placed in cooperative learning groups that include at least one learner with ASD. PMII is a useful strategy for promoting positive transitions across settings. Qualifying Evidence PMII meets evidence-based criteria with 15 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to high school-age learners (15-18 years) with ASD. Outcomes PMII can be used effectively to address social, communication, joint attention, play, school-readi- ness, and academic skills. Reference Fettig, A. (2013). Peer-mediated instruction and intervention (PMII) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Neitzel, J. (2008). Overview of peer-mediated instruction and intervention for children and youth with autism spectrum disorders. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Parent-Implemented Intervention Fact Sheet
Parent-implemented intervention (PII) includes programs in which parents are responsible for carrying out some or all of the intervention(s) with their own child. Parents are trained by profes- sionals one-on-one or in group formats in home or community settings. Methods for training parents vary, but may include didactic instruction, discussions, modeling, coaching, or perfor- mance feedback. Parents may be trained to teach their child new skills, such as communication, play or self-help, and/or to decrease challenging behavior. Once parents are trained, they proceed to implement all or part of the intervention(s) with their child. Qualifying Evidence PII meets evidence-based criteria with 8 group design and 12 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to elementary school-age learners (6-11 years) with ASD. Outcomes PII can be used effectively to address social, communication, behavior, joint attention, play, cognitive, school-readiness, academic, and adaptive skills. Reference Schultz, T. R. (2013). Parent-implemented intervention (PII) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Hendricks, D. R. (2009). Overview of parent-implemented intervention. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Naturalistic Intervention Fact Sheet
Naturalistic intervention (NI) is a collection of practices including environmental arrangement, interaction techniques, and strategies based on applied behavior analysis principles. These prac- tices are designed to encourage specific target behaviors based on learners’ interests by building more complex skills that are naturally reinforcing and appropriate to the interaction. Natural- istic intervention occurs within typical settings, activities, and/or routines in which the learner participates. Qualifying Evidence NI meets evidence-based criteria with 10 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to elementary school-age learners (6-11 years) with ASD. Outcomes NI can be used effectively to address social, communication, behavior, joint attention, play, and academic skills. Reference Wong, C. (2013). Naturalistic intervention (NI) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Franzone, E. (2009). Overview of naturalistic intervention. Madison: University of Wisconsin, Waisman Center, The National Professional Development Center on Autism Spectrum Disorders. Modeling Fact Sheet
Modeling (MD) involves the demonstration of a desired target behavior that results in imitation of the behavior by the learner and that leads to the acquisition of the imitated behavior. MD is often combined with other strategies such as prompting and reinforcement. Qualifying Evidence MD meets evidence-based criteria with 1 group design and 4 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults (19-22 years) with ASD. Outcomes MD can be used effectively to address social, communication, joint attention, play, school-readi- ness, academic, and vocational skills. Reference Cox, A. W. (2013) Modeling fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Functional Behavior Assessment Fact Sheet
Functional behavior assessment (FBA) is a systematic way of determining the underlying communicative function or purpose of a behavior so that an effective intervention plan can be developed. FBA consists of describing the interfering or problem behavior, identifying antecedent and consequent events that control the behavior, developing a hypothesis of the function of the behavior, and testing the hypothesis. Data collection is an important part of the FBA process. FBA is typically used to identify the causes of interfering behaviors such as self-injury, aggression towards others, or destructive behaviors and is usually followed by the creation and implementation of a behavior package to address the interfering behavior described. Qualifying Evidence FBA meets evidence-based criteria with 10 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults (19-22 years) with ASD. Outcomes FBA can be used effectively to address communication, behavior, school-readiness, academic, and adaptive skills. Reference Fettig, A. (2013). Functional behavior assessment (FBA) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Collet-Klingenberg, L. (2008). Overview of functional behavior assessment. Madison: University of Wisconsin, Wais- man Center, The National Professional Development Center on Autism Spectrum Disorders. |
AuthorKyle Bringhurst, MSW |
contact informationPhone: 435-705-8664
Email: kyle@arizonabehavioralservices.com Address: 3048 East Baseline Road Suite 107 Mesa, AZ 85204 |
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