Peer Supports Manual

Peer Supports Facilitator
Manual
Some of the content for this manual was adapted from the Peer Partner Project: Carter, E. W. & Asmus, J.
(2010-2014). Peer support and peer network interventions to improve peer relationships and school
engagement. Special Education Research on Transition Outcomes for Special Education Secondary Students,
Institute of Education Sciences.
The creation of these materials was supported by the Institute of Education Sciences, U.S. Department of Education
through Grant R324C120006 awarded to UNC-Chapel Hill. The content expressed represent those of the authors and
do not represent views of the Institute or the U.S. Department of Education.
CSESA Overview Peer Supports
Overview
Preparing for Identifying Peer Supports
Intervention
Preparing and Planning Examples of Peer Support
for Peer Supports Plans
Blank Peer Support Initial Meeting Guide
Plan
Initial Meeting Checking in with and
Checklist Supporting Students
Frequently Asked Checklist for Monitoring
Questions Peer Supports
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Overview of the Center on Secondary Education for
Students with Autism
This five-year project funded by the Department of Education focuses on developing a comprehensive program
to meet the needs of high school students along the entire autism spectrum. Researchers from six universities
across the United States will collaborate with schools, families, and adolescents with autism spectrum disorders
(ASD) to create and implement effective and doable peer-mediated interventions addressing five components in
high schools: social competence; transition and families; academics; personal responsibility, independence, and
self-management; and professional development.
Which students can participate?

Our project focuses on high school students with ASD who receive special education support under an
educational or psychiatric diagnosis of an autism spectrum disorder (autism, pervasive developmental
disorder-not otherwise specified, or Asperger syndrome). For each participating student, 2-6 high school peers
without disabilities will be invited to take part in a peer support group or peer network.
What support strategies are we evaluating?

Peer Supports and Peer Networks are part of the project’s social competence component. We have combined
what we learned from nationwide stakeholder focus groups in the fall of 2012 with research-based strategies to
help teachers and paraprofessionals implement peer-mediated social interventions. Peer support strategies, the
focus of this manual, involve arranging for one or more peers to provide ongoing social support to their
classmates with ASD after receiving initial training and ongoing guidance from an adult.
What improvements do we expect?

We want to learn how the social interactions, friendships, social skills, support needs, and school participation
of students with ASD are improved when they receive support from peers. Our prior partnerships with schools
have shown these approaches to be very effective and quite feasible. This information will be gathered through
observations, interviews, and questionnaires completed by teachers, parents, and students. We also expect the
peers who provide support to benefit as well. In addition, we anticipate teachers and paraprofessionals will find
the strategies to be feasible to implement and work well within their schools.
What support will the project provide?

We will provide teachers and paraprofessionals with training on how to implement these strategies, ongoing
coaching as they work with students, and generous financial compensation for the time involved in learning the
strategies, implementing them with students, and completing assessments. This is a great way to learn support
strategies that are both practical and evidence-based!
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Peer Supports Arrangements
What are peer supports?
Peer support arrangements involve one or more peers in an inclusive classroom providing social and academic
support to a classmate with ASD. Two to three peers without disabilities are identified by the classroom
teacher, special educator and/or paraprofessional. These peers receive information on how to provide support
to a student with ASD in an initial orientation meeting. Peers also receive regular guidance and feedback from
the facilitator as the students work together.
What are the goals of peer support arrangements?

• Increase the number of peers a student with ASD knows and interacts with in class
• Increase the involvement of the student with ASD in classroom activities
• Encourage the student with ASD to receive some support from peers rather than always turning to
adults for help
• Help the students become more independent in class
• Provide an intentional way for a student to meet new people and, hopefully, make new friends
• Provide peers a chance to get to know and interact with the student on a regular basis
• Help develop relationships that will last beyond the semester
What is your role as the Peer Supports Facilitator?

• Identify classmates to be peer supports
• Invite those peers to participate
• Brainstorm with the coach (i.e., a member of the project team) strategies peers can use to support
student with disability in the classroom
• Have an initial meeting with the peers to discuss strategies and supports
• Check-in regularly with the student with ASD and peer supports
• Provide support and feedback to students around classroom interactions
• Communicate with project team
What are the steps in setting up peer support arrangements?

1) Identifying peers: The facilitator and teacher, with input from the focus student, other adults and
classmates, identifies one or more classmates (called “peer supports”) whom they anticipate would
work well with the focus student.
2) Preparing and planning: The facilitator, with input from the teacher and support from the coach,
determines strategies for peer supports to use when interacting with the student with ASD.
3) Initial meeting: The facilitator and the coach meet with the peer supports during a lunch period or
before or after school (for approximately 45 to 60 minutes) to discuss with them basic approaches for:
o Interacting with student during class
o Increasing the student’s participation in various class activities
o Modeling appropriate skills
o Encouraging interactions with other classmates at appropriate times
4) Checking-in with and supporting students: The facilitator will provide ongoing support for students
to begin sitting next to each other everyday in the classroom; interacting with one another during class;
and providing academic and social support. The facilitator should also check with the student with ASD
and peer supports to find out how everything is going during class.
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Preparing for Intervention

Prior to implementing the Peer and Social Component (PASC), the facilitator, project coach,
and other school staff who have agreed to be involved in the intervention should do some
advanced planning to design an intervention that is most likely to address the student’s
needs. Below, we outline considerations for assessing the student’s social-related needs,
selecting social goals, and selecting settings in which the intervention will be carried out.
Assessing Social-Related Needs

To determine a student’s social-related needs, the team can use existing assessment
information, including IEPs, psychological evaluations, or other reports (from occupational
therapists, speech-language pathologists, etc.). In addition, team members can conduct
informal assessments by observing the student during times when there are opportunities
for interactions with peers. When observing, reflect on the following questions:
1. What communication strategies does the student use? __________________________________

_________________________________________________________________________________________________
2. What additional communication strategies would enhance interactions with peers?
_________________________________________________________________________________________________
3. Does the student initiate with peers or avoid peers? _____________________________________
________________________________________________________________________________________________
4. If the student appears to avoid peers, is it because of an active dislike of peer
interactions, because the student is fearful that he/she will not be socially
successful, or some other reason? _________________________________________________________
_________________________________________________________________________________________________
5. How do peers respond to the student in social situations? ______________________________
_________________________________________________________________________________________________
6. Does the student interact socially with peers in a way that is unsuccessful? ___________
_________________________________________________________________________________________________
7. Is the student aware of the reaction of peers? ____________________________________________
______________________________________________________________________________________________
8. What barriers keep the student from interacting successfully with peers (e.g., lack of
opportunity, lack of adult support, school climate, student attitudes regarding
students with disabilities, lack of social and communication abilities)? ________________
_______________________________________________________________________________________________
9. Does the student have friendships? ________________________________________________________
______________________________________________________________________________________________
10. With whom does the student interact in his/her classes?________________________________
_______________________________________________________________________________________________
11. Are there skills he or she should learn that would increase connections with peers?
_________________________________________________________________________________________________
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Facilitators can also speak with other school staff who are familiar with the student to get a
sense of how the student interacts with different people in different settings. Consider the
following:
• Does the student interact more successfully with adults than with peers?
• What interaction strategies do adults use with the student that peers might also use
(keeping in mind that peer interactions should be “equal-status”)?
• Are there particular settings/partners/activities in which the student is more
successful than others? What about these situations aid the student in being more
successful socially?
Selecting Social-Related Goals

Collecting Information
Next, the facilitator can determine social goals that will enhance peer interactions and
could be met through the chosen intervention. These goals will be addressed in the Goal
Attainment Scaling (GAS) assessment completed throughout the year. Determining
appropriate, measureable goals requires:
• Knowing the student’s current strengths and areas of concern. This information can
be drawn from informal and formal data sources discussed previously.
• Knowing how peers interact with one another at school. It is important that this
information is gathered from observation and discussions with peers and general
education staff members.
o In what kinds of social exchanges do the peers regularly participate?
o What types of activities are appealing to these students?
o What social skills are important for participating with these peers?
Determining Goals
Ideally, the facilitator will already have measurable social-related IEP goals and
corresponding data from which to draw. These goals must be aligned with student needs
and the chosen intervention/context, which may require an iterative process of choosing a
goal, deciding which intervention best fits the student’s needs and the school’s resources,
and revising the goal based on how the intervention is individualized for the student.
Measurable goals include three crucial components:

1. Antecedent conditions (when and/or where a particular skill is supposed to be
used
2. Observable behavior or skill that is clearly defined
3. Criteria level that allows staff to measure progress accurately and determine when
a student meets a specific goal
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Antecedent Behavior Criteria

 Setting  Specific  # of times
 With whom  Observable  Amount of time
 Supports provided  Measurable  Percent
 High vs. low  Consistency
structure  Data collection
 Academic, social, method
transition, etc.
“When this event occurs… …the learner will do this …at this rate or level of
behavior(s)… proficiency.”
Some example goals that can potentially be met via social competence interventions are:
• During a peer network activity, Andrew will initiate conversations with at least 2
peers, 4 out of 5 opportunities.
• When presented with a conversational attempt from a peer, Sam will respond and
then continue the conversation by asking a follow-up question for 80% of
opportunities over 3 consecutive days across 3 different peers.
Selecting Interventions and Contexts

To select the specific intervention that will be a good fit for the student, draw upon formal
and informal assessments of a student’s needs. Also consider the student’s preferences:
• Which intervention is the student most excited about?
• Is the student reluctant to be involved in any of the interventions?
• Where are the student’s needs the greatest?
Both the peer networks and peer supports should be in place for a minimum of 6 weeks.
The group-based social competence intervention should meet for 8 – 10 weeks. Review the
graphic on the next page with your coach to determine which intervention approach is
most appropriate for your student.
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10
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Identifying Peer Supports

Purpose: To identify peer supports who will be
• Interested and excited to interact with and help support the student
• Motivated to develop a social relationship with the student
• A positive peer model for the student
• Likely to stay involved through the semester
Your Role: As the facilitator you will Starting points for identifying peers:
• Identify peer supports with • Your first step should be to talk
help from the focus student, with the student about his or
other staff and possibly her preferences related to peers
classmates • Next you should discuss with
• Invite peers to participate the teacher which peers in the
• Answer questions peers might classroom might be a good for
have about peer supports the project
Important Points
When looking for peer supports it is important to keep an open mind and think creatively;
sometimes a student you would not initially consider can make a great peer support. If the
student already has relationships with certain peers or shows a preference to a particular
peer, start by talking to those students.
How many peers should I invite?

Aim for identifying 2-3 peer supports. Having more than one peer involved minimizes
problems with absences and means students can work together to provide support and
complete school work. However, having too many students involved can be disruptive.
Who might make a great peer support?

Consider some of the following questions when identifying peers in a class. Remember,
there are no rigid requirements for participation in the peer supports arrangements. Of
course, being a peer support is a choice and so only students who express interest when
invited should participate.
• Which peers in the class already know the student and are considered to be a
friend?
• Who has shown an interest in getting to know the student in the past?
• Who has consistent attendance in class?
• Who seems willing to help other students in class?
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• Who would model positive behaviors for the student?

• Who has good interpersonal skills?
• Which students seem willing to learn?
What are the different ways I can identify peer supports?

You may identify potential peers using whatever approaches work best in the classroom.
The ideas listed below are just some of the strategies you might use to identify peer
supports. Again, think creatively.
When deciding on a method for finding peer supports, remember:

• You want to identify peers who would be interested in participating
• You want peers who will be committed to working with and supporting the
student daily in class
• You want peers who will interact with the student as he or she would with other
classmates instead of as a teacher
Tip #1: Ask the student: If the student can communicate his or her preferences, ask some of
the following questions:
• Who do you like to talk with in class?
• Are there classmates with whom you would like to interact more often?
• Who do you look forward to seeing?
• Who do consider to be your friends?
• Who would you like to sit next to and work with?
Tip #2: Ask teachers for their input.

• Who does the student already interact with in class or at other times?
• Do you know students who might be interested in participating as a peer
support?
• Which students like to help their classmates?
• Are there students who would themselves benefit from having an additional
role in the classroom?
Tip #3: Look Around: Watch the student during class. Consider the following questions to
help identify peers who could potentially be invited.
• With whom does the student already talk?
• Are there peers who say “hi” to the student?
• Are there peers with whom the student often works in class?
• Which classmates are most helpful?
• Who participates often in class?
Tip #4: Talk to the entire class: Another idea is to share with the entire class the
opportunity to support another student in the classroom. See information below.
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How do I invite peers to participate as peer supports?

• Talk individually with students
If there are students who would be potentially good in this role you can
approach them individually to ask if they would be interested. This conversation
can happen between classes, during lunch, at a club meeting, or another time you
would typically interact with students.
• Talk to the entire class
Present the opportunity very generally to the class to see who may be interested.
The peer supports should be presented as a general opportunity for students to
support another student in the classroom. Let students know they can come to
talk to you afterwards to learn more if interested.
• Ask students who agree to participate if they have recommendations for other
classmates to be peer supports
What do I say to peers when I invite them to participate?

The following is a sample of language you might use to invite peers. Of course, this is just
an example and how you phrase the invitation is best decided by you.
Hi (peer’s name)? Do you have a minute? Hi. I’m (your name). And I help support a student in your (focus class)
class. You might have seen me in there?
Well, I help (student’s name) in that class, but we are trying to make him feel more part of the class and find a
couple of students who could sit next to him, help point out important things in class for him, and just chat him
up during free times. As you know, interacting with other students at school is one of the best parts of school and
(student’s name) would like to get to know more students in class to talk to. Mr/s. (reg. ed. teacher) thought you
might be good at this and he suggested I talk to you. Would you be interested?
If Interested: Great! Because we want to make sure that having students get to know other students can get
(student’s name) to be more engaged in class, we are making this part of a research study—always good to get
proof! So I have a short permission form that explains what we will be doing. You’ll need you to take it home
and read it along with your parents/guardians if you are under 18. You can either mail it back to the address or
bring it to me in class.
If you know anyone else in the class who might want to do this, let me know. We are hoping to have at least two
students participate. Once I get your permission form back, and the others in the class, I’ll set up a meeting with
all of us to go over some ideas to help support and include (student’s name) in class. We can meet over lunch, a
study hall, or before or after class. What would be best for you?
I’m really glad you are interested. Thanks!
If not interested: That’s okay; thank you for talking with me about this project. If you change your mind or
know someone in the class who might be interested please let me know. Thanks!
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Preparing and Planning For Peer Supports

Purpose: Preparation and planning are needed to:
• Identify strategies with the coach that peers can use to successfully support the
student during class
• Determine with the coach strategies and support to provide, as the facilitator, to
both the peer supports and student to encourage interactions and increase class
participation
Your Role: With the support of the coach, you Materials needed:
will: • This guide including:
• Review the Facilitating Strategies handout o Facilitating Strategies
• Review the information in the Peer handout
Support Plan examples o Peer Support Plan
• Complete the Peer Support Plan activity examples
for the class the student will have peer o Peer Support Plan form
supports
Reflection on Classroom Activities

For the classroom where peer supports will be provided think about:
• What is the typical routine in the classroom? (e.g., silent reading, then lecture, then
group activity, etc.)
• What activities are often completed in class and what are students expected to do?
(e.g., listening and taking notes, group work, individual work, lab, projects,
discussions, etc.)
• What does the student do during each of these activities? (e.g., complete work, sit in
back of room, receive one-on-one instruction, etc.)
After thinking about the different activities in this class and how the students now
participate, consider:
• How can students work together during different activities? (see potential
strategies for peers)
• How can I encourage students to interact with one another during class? (see
potential facilitation strategies for facilitator)
As you consider each activity, think about whether the student can complete tasks:
• On his or her own?
• If given the right technology or adaptive equipment?
• With help from another classmate?
• With help from someone else in the environment?
• With occasional help from a paraprofessional or special educator?
• With ongoing help from a paraprofessional or a special educator?
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One goal is to help students participate in class with help from peers or more
independently.
Possible Strategies for Peers

Some possible ways peers can use in class to interact with the student include:
• Sit next to student during class
• Talk to the student
• Pass out papers with the student
• Share notes with student
• Highlight important information provided in class for student
• Brainstorm answers to questions together
• Invite the student to join a group during group work activities
• Make sure the student receives a role in the group
• Ask the student how s/he is doing with an assignment
• Ask the student a question such as “what number are we on?”
• Tell jokes with the student
• Walk with the student to the next class
• Help organize assignments and class materials
• Remind the student of how to follow classroom routines
• Encourage interactions with other classmates
• Help check the accuracy of assignments and class notes
• Paraphrase lectures or rephrasing key ideas
• Help student self-manage his or her learning
• Offer additional examples of concepts or ideas
• Demonstrate how to complete a problem
• Highlight important information on a worksheet
• Review course concepts with student
• Motivate and encourage the student during difficult assignments
• Help them to “fit in” by learning social norms
• Remind the student to use his or her communication book or device (if appropriate)
• Redirect the student when off task
• Share advice
• Share class materials
• Read aloud a section of an assignment or text
• Reinforce communication attempts
• Explain how to do certain aspects of an assignment
Possible Facilitation Strategies for Facilitator

Some possible strategies you can use as the facilitator to encourage peer interactions in the
classroom include (also see facilitating strategies handout for more examples of each
strategy):
• Model ways students can interact with one another
• Highlight similarities among students
• Identify varied strengths and differences
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• Teach interaction skills to students

• Interpret behavior
• Redirect interactions to student
• Redirect interactions to peers without disabilities
• Ask peers to help the student with specific tasks
• Have students sit next to each other
• Provide positive feedback to groups for working together
• Make sure a student’s augmentative communication device to have comments,
vocabulary and/or questions related to the topic
Develop the Peer Support Plan

• Read over the three examples of Peer Support Plan in this guide
• Complete this worksheet with the coach for the class where the student will be
receiving peer supports
• Use the answers and information you determined above to fill in:
o What the student will do during each part of class
o What you can do as the facilitator to encourage peer interactions
o What peers can do to interact with and support the student during class
Next Steps
• Share ideas from the Peer Support Plan activity with peers at the initial orientation
meeting and brainstorm additional ways they can be involved
• Refer to the Peer Support Plan activity throughout the semester to reflect on current
strategies being used in the classroom
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Facilitation strategies for promoting interactions

among students….
Strategy Examples
Modeling ways to interact “Jasmine would be able to play this game if you could show her how to
match her cards.”
“How does this game work? Oh, I see. You need to match the green cards
to the green cards and put the red ones together.”
Highlighting similarities “You and Eric might want to compare your essays, each of you have had
similar experiences.”
“Wow! You both like country music. Todd just went to a concert; you
should ask him about it.”
“I heard Monica say that she also wanted to see that movie. Maybe you
could go together.”
Identifying varied strengths “It sure works great when everyone in a group is good at doing different
and differences things. How did each member help get your project done?”
“You and Carlos will make great book report partners! You have a talent for
writing, and Carlos has a talent for drawing. Together, you should end up
with a super project!”
Teaching interaction skills “Randy, let’s practice how you could call a friend on the phone and invite
him to go to a movie.”
“John isn’t looking. I don’t think he heard you. You could ask again. Make
sure he sees you.”
“What is another way that you could ask Patrick to borrow his ruler?”
Interpreting behaviors “Mark, you talk aloud during math because it helps you think through the
equations, right?”
“That is usually a sign that Sarah is feeling a little anxious.”
“When Brent hits his hand on the desk, he is letting us know that he is
frustrated. He is working hard to learn other ways to let people know what
he is feeling.”
Redirecting interactions to “Instead of asking me how Mark is doing, why don’t you ask Mark himself?”
students with disabilities “If you want to know how Jack is, you can ask him yourself. Just make sure
he can see you when you ask.”
“I don’t know. He’s right here if you want to ask for yourself.”
Redirect interactions to peers “See if you can get John to help you with this problem.”
without disabilities “Why don’t you ask Sam that question instead?”
“Anita might be willing to check to see if you answers are correct.”
“Hmmm… I’m not sure what you should do next. Why don’t you ask your
classmate what the assignment is?”
Asking peers to help “Mary, will you please help Brian with his worksheet?” If you point to and
read the question, he can keep his place and answer.
“Would you be willing to be his partner and read out loud to him?”
Physical proximity “Brian, why don’t you go and sit with your lab group?” “Hmm…the group is
about to start and you are still way over here.”
“Is everyone close enough to be involved?”
“Uh, guys, I think you are missing someone…”
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Example One of Peer Support Plan

The Biology class is a great place for Brad to work on goals related to developing social and
conversational skills, as well as expanding his typing and writing skills. Below are some ideas for
how Brad might become more involved in class activities during Biology, as well as some ideas for
how the peers at Brad’s table could support him.
At the beginning of class….

Brad could… Peers could… The facilitator could…
• Talk quietly with his peers • Ask Brad about his day or • Try to draw some of the peers
(when it is okay with the upcoming school events at the table into conversation
teacher) • Help Brad pass out any with Brad—you may have to
• Pass out worksheets or other worksheets do some modeling or give
materials to the class (if there • Make sure Brad has all of the them some ideas of things
are any that day) same materials for class, such they could ask about or
• Listen and respond to Ms. as a book, worksheets, lab prompt Brad to ask questions
Hale do attendance materials, etc. of his peers
• Boot up his laptop, if he will • Help Brad get out his • Make sure Brad has the same
be taking notes in class notebook, pen, paper, etc. for materials as his classmates,
class such as a book, any
worksheets, paper, pencil, lab
materials, etc.
• Look through the materials
quickly to see if there are any
things that could be adapted
readily
When there are lectures or whole group instruction…

• Listen to Ms. Hale as she • Make sure Brad has all of the • Make sure Brad has the same
presents information to the same materials for the activity materials as his classmates
class as they do • Always brainstorm ways Brad
• Quietly ask his peers • As you are taking your own can be engaged in the
questions about the material notes, copy down on a discussion: Can he answer a
Ms. Hale is presenting separate piece of paper some question? Can he share an
• Take notes by typing of the important words or idea?
important specific key words ideas from the class • Help Brad to take modified
or phrases that are being discussion; Brad can then type notes by typing key
written down by a peer these as his own notes or copy words/phrases on the laptop
(preferably) or the facilitator them down with the (preferred) or writing them
• Copy by hand those same key facilitator’s help. out by hand
words or phrases with the • Periodically check to make • Encourage Brad to look at Ms.
facilitator’s help or highlight sure Brad is doing okay with Hale or the whiteboard as
notes typing or writing his notes instruction is taking place
• Turn off/on the lights when • Occasionally lean over and • Let the peers know when they
Ms. Hale is using the overhead quietly summarize a key are doing a great job
projector point or interesting fact, or interacting with or supporting
ask him simple questions that Brad
help him follow along • Prompt Brad to ask his peers
• Encourage Brad with lots of to double check his notes
positive feedback!
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When there are small group or lab activities…

• Listen to Ms. Hale as she • Make sure Brad has all of the • Make sure Brad has the same
presents instructions to the same materials for the activity materials as his classmates for
class as they do the activity
• Participate in the small group • Give Brad opportunities to • Always brainstorm ways Brad
or lab activity make choices about or give can be engaged—even in
• Ask peers for help doing his input into the activity. small ways—in the activity:
part of the activity • Even if Brad can’t do all of an Can he mark the group’s
activity, he can probably still answers on the worksheet?
do a part of it. Can he be asked his opinion
• Encourage Brad with lots of about an answer?
positive feedback! • Give peers ideas for questions
they can ask Brad or ways
they can involve him—think
creatively!
• Let the peers know when they
are doing a great job
supporting Brad
• Give Brad examples of
questions he can ask his
classmates
When there is independent seatwork …

• Listen to Ms. Hale as she • Before beginning your own • Make sure Brad has the same
presents instructions to the work, make sure Brad has all materials as his classmates for
class of the materials he needs for the activity
• Work with the facilitator to the activity • Work with Brad on
finish the worksheet or other • When you are finished with completing the activity in a
activity your own work, check in to modified way. Can Brad tell
• When other peers are done, see if Brad could use some you the answer if you read it
ask them for help doing help finishing his own work or to him? If you gave him the
completing his work help double check his answers answer, could he practice
• Encourage Brad with lots of typing or writing it down on
positive feedback! the worksheet?
• Is there an alternative activity
Brad could complete?
supporting Brad
At the end of class…

• Talk quietly with his peers (if • Ask Brad about his day, what • Make sure Brad has the same
everyone’s work is he is doing after school, or materials as classmates
completed) upcoming events • Try to draw all peers at the
• Collect any materials for Ms. • Help Brad put away his things table into conversation with
Hale • Walk with Brad to or part way Brad—you may have to do a
• Put away his things to his next class little modeling to get things
• Shut down his computer if he stared
was taking notes in class
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Big Ideas for Peers

• Get to know him…ask lots of questions and find out what he enjoys
• Involve him in conversations with other classmates at your table—interacting with
others is an important goal
• Look for opportunities to involve him in class activities, even in small ways
• Make sure you complete your own work; learning the class material is still your
priority
Specific Ways to Offer Support

• When it is okay with the teacher—such as before the bell rings, when your own
class work is finished, or at the end of class—talk with your partner. Some things he
enjoys are country music, surfing the Internet, and ____. Some conversation starters
could be…
o “What did you do this weekend?”
o “Have you seen any good television shows lately?”
o “What are your plans for after school today?”
• Whenever you are doing an activity in class, make sure he has the same class
materials that you do, such as a worksheet, book, paper, pencil, or lab materials. If
you see that he doesn’t have something he needs, you can ask me or Ms. Hale. You
can also simply share your materials with him…this is a great way to involve him in
class.
• When the teacher is presenting a lecture or there is a whole class discussion,
occasionally lean over and summarize the key point or interesting fact. You could
also ask him periodic questions that help him follow along. For example:
o “Ms. Hale is explaining the idea of ________. Do you think that _______?”
o “Ms. Hale said that _______. Did you know that?”
• During labs or other activities you do as a group, try to find ways that your partner
might contribute to the group’s work. Perhaps he can be in charge of marking the
group’s answer on a worksheet, helping set up materials for the lab activity, or
giving an answer or input into the activity. Some simple questions you can ask that
might draw him in could be:
o “What do you think about this question?”
o “How would you like to help the group?”
• Some ideas for how you might draw him into working together:
o “Could you help me out with…”
o “Would you like to work together on this worksheet?”
o “Let’s compare our notes and make sure we have everything down.”
o “Let’s work together on this as a group…what part would you like to do?”
o “Would you like to share my notes?”
• Whenever you feel like you are unsure of what to say or do, it is absolutely okay to
ask me or Ms. Hale.
24
Some General Ideas for Supporting Your Classmate

• Walking with him from one class to the next
• Talking about his interests and things they do outside of school (when okay with the
teacher)
• Helping keep his assignments and class materials organized
• Reminding him how to follow established classroom routines
• Helping him to pass out class materials
• Encouraging interactions with other students in the class
• Helping him check the accuracy of their assignments and class work
• Sharing notes or assisting them to take complete his notes
• Paraphrasing parts of lectures or rephrasing key ideas
• Encouraging him to answer a question or contribute an idea during class discussion
• Writing down answers he gives verbally or when using a communication device
• Offering additional examples of a concept or ideas
• Demonstrating how to complete a problem
• Highlighting important information in the text or on a worksheet
• Reviewing course content to ensure understanding
• Supporting involvement in cooperative group activities
• Helping him to “fit in” by learning accepted social norms
• Motivating and encouraging him when they get frustrated
• Encouraging him to use their communication device (if they have one)
25
Example Two of Peer Support Plan

The Ceramics class is a great place for James to work on several goals related to developing
social and conversational skills. Below are some ideas for how James might become more
involved in class activities during Ceramics, as well as some ideas for how the peers at
James’s table could support him.

James could… Peers could… The facilitator could…
• Talk quietly with his peers • Ask James about his day or • Try to draw some of the peers
• Pass out materials to the class upcoming school events at the table into conversation
(if there are any that day) • Help James get any materials with James—you may have to
• Listen and respond to Mr. • Make sure James has all of the do a little modeling to get
Smith same materials for class things started or give them
• Make music suggestions to • Help James get on his smock ideas of things they could ask
play in class about (things James enjoys
doing)…or prompt James to
ask questions of his peers
• Make sure James has the same
materials as his classmates
• Look through the materials to
see if there are any things that
could be adapted readily

• Listen to Mr. Smith as he • Make sure James has all of the • Always brainstorm ways
presents information to the same materials for the activity James can be engaged in the
class as they do discussion: Can he answer a
• Quietly ask his peers questions • Occasionally lean over and question? Can he share an
about the material Mr. Smith is quietly summarize a key point idea?
presenting or interesting fact for James, • Encourage James to look at
or ask him simple questions to teacher during instruction
help him follow along • Let the peers know when they
• Encourage James with lots of are doing a great job
positive feedback interacting with or supporting
James—reinforce their efforts
26

• Listen to Mr. Smith as he • Make sure James has all of the • Make sure James has the same
presents instructions to the same materials for the activity materials as his classmates for
class as they do the activity
• Participate in activity • Give James opportunities to • Always brainstorm ways
• Ask peers for help doing his make choices about or give James can be engaged—even
part of the activity input into his project in small ways—in the activity:
• Even if James can’t do all of his Can he be asked his opinion
project, he can probably still about a sculpture?
do a part of it • Give peers ideas for questions
• Encourage James with lots of they can ask James or ways
positive feedback! they can involve him—think
creatively!
supporting James
• Give James examples of
questions he can ask his
classmates

• Listen to Mr. Smith as she • Before beginning your own • Make sure James has the same
presents instructions to the work, make sure James has all materials as his classmates for
class of the materials he needs for the activity
• Work with the facilitator to the activity • Work with James on
finish the worksheet or other • When you are finished with completing the activity in a
activity your own work, check in to modified way. Can James do
• When other peers are done, see if James could use some the work with adaptations or
ask them for help doing help finishing his own project minimal support? Is there a
completing his work or encourage conversation way to make it more
with him interesting to his topics for
• Encourage James with lots of him to complete it? Is there an
positive feedback! alternative activity James
could complete?
supporting James

• Talk quietly with his peers • Ask James about his day, what • Make sure James has the same
• Collect any materials for Mr. he is doing after school, or materials as classmates and
Smith upcoming events can put them away with
• Put away his things • Help James put away his someone
things • Try to draw all peers at the
• Walk with James to or part table into conversation with
way to his next class James—you may have to do a
little modeling to get things
stared
27
Big Ideas for Peers

priority

class work is finished, or at the end of class—talk with your partner. Some things he
enjoys are country music, surfing the Internet, and ____. Some conversation starters
could be…
o “What did you do this weekend?”
o “Have you seen any good television shows lately?”
you see that he doesn’t have something he needs, you can ask Mr. Smith or me. You
can also simply share your materials with him…this is a great way to involve him in
class.
o “Mr. Smith is explaining the idea of ________. Do you think that _______?”
o “Mr. Smith said that _______. Did you know that?”
o “What do you think about this sculpture?”
o “How would you like to flatten the clay?”
o “Could you help me out with…?”
o “Would you like to work together on this slab?”
o “Let’s ask Mr. Smith to find out what we could do next.”
o “Let’s work together …what part would you like to do?”
o “Would you like to share my tool?”
• Whenever you feel like you are unsure of what to say or do, it is absolutely okay to
ask me or Mr. Smith.

28
teacher)
29
Example Three of Peer Support Plan

The Family Psychology class is a great place for Steve to work on several goals related to
developing social and conversational skills, as well as expanding his independence, self-
advocating, and typing skills. Below are some ideas for how Steve might become more
involved in class activities during Family Psychology, as well as some ideas for how the
peers at Steve’s table could support him.
Steve could… Peers could… The facilitator could…

• Get out Alpha Smart and notes • Prompt Steve to get out • Make sure materials are
for note taking materials available: Alpha Smart and
• Listen and respond to • Ask Steve about weekend notes
attendance activities, likes, find common • Make sure Steve has
• Chat with peers—ask interests conversation cards to prompt
questions about likes, dislikes, questions/conversation with
etc. peers

• Type key concepts/words • Point out key words that are • Make sure notes are out for
from overhead on Alpha important that Steve can type Steve to follow along
Smart into Alpha Smart • Give positive feedback for
• Listen to teacher and type • Direct Steve to look at the Steve staying on task
concepts screen and read out loud what
words to type
• Check in/summarize concepts
for Steve. “Wow, _______is
______.”
30

• Steve could choose who in the • Ask Steve to help with a • Make sure Steve understands
group will go first or what certain aspect of the project the directions. Perhaps
question to answer first. • Could he take notes on the review a script with him.
Alpha Smart or fill in the • Make sure appropriate
answers on a worksheet? materials are provided
• Could he read the question out • Encourage Steve to
loud for everyone in the participate. Let’s do these five
group? questions and then you can
_______.
• Try to keep Steve
participating in the class for
the whole period

• Circle choices • Check work with Steve • Help Steve follow along on the
• Work on completing work • “Let’s review our papers to worksheet or the questions
• Follow along with a peer make sure we have everything • Make adaptations or give
we need.” choices (<3)

• Collect his things and put • Chat with Steve about where • Make sure Steve puts away his
them in his backpack he goes next or his favorite materials
• Chat with peers about favorite topic • Make topic cards available
topics or use topic cards • Ask Steve about his lists or
• Type favorite lists on Alpha rhyming words
Smart • Walk with Steve partially to
next location
31
Big Ideas for Peers

priority

class work is finished, or at the end of class—talk with your partner.
o “I went to _______this weekend. I wonder if you went somewhere…..”
o Often times questions may overwhelm. Try rephrasing things as a fill in the
blank or leave open ended.
you see that he doesn’t have something he needs, you can ask me. You can also
simply share your materials with him…this is a great way to involve him in class.
o “Ms. Jones is explaining the idea of ________. Do you think that _______?”
o “Ms. Jones said that _______. Let’s type/write that down.”
o “What do you think about this question?”
o “How would you like to help the group? Do you want to do ________or ________?”
o “Help me by getting out the ________. By measuring __________.”
o “Please help me out with…”
o “Let’s work together on this worksheet.”
o “Let’s compare our notes and make sure we have everything down.”
o “Let’s work together on this as a group…what part would you like to do?”
o “Here, you can share my notes.”

teacher)
32

33
Blank Peer Support Plan
The student could… Classmates could… The facilitator could…

• • •

• • •
34

• • •

• • •

• • •
35
Initial Meeting Guide for Peer Supports

Purpose: The initial meeting is for peers to
• Discuss the goals of the peer supports arrangements
• Find out more about the student
• Learn strategies for support the student during class
• Share their ideas for increasing interaction with the student
• Ask questions
Your Role: As the facilitator you will To prepare for the meeting:
• Facilitate discussion by asking • Complete and copy the Peer
questions and sharing ideas Support Plan for the class
• Model how to respectfully talk • Bring this notebook to the
about the student meeting including: Meeting
• Answer any questions Checklist form
• Provide some general information
• Help peers brainstorm strategies to
support the student during class
• Set a relaxed tone for the meeting
and make it fun and enjoyable for
students as much as possible
Complete the Meeting Checklist during the meeting. This form will be collected from the
coach following the meeting. The following elements should be addressed during the
orientation meeting
1. Introductions
Start with introductions
• Introduce yourself and your role with the focus student
• Have students introduce themselves and share how well they know the focus
student
2. Rationale for Peers Supports Strategies

Start by sharing with the students some of the overall goals of the peer supports
arrangement:
• Increase the number of peers a student knows and interacts with in class
• Increase the involvement of the student in classroom activities
• Encourage the student to receive some support from peers rather than always
turning to adults for help
36
• Provide an intentional way for a student to meet new people and, hopefully, make
new friends
• Provide peers a chance to get to know and interact with the student on a regular
basis
• Help develop relationships that will last beyond the semester
Share the rationale for involving classmates rather than only relying on adult support:
• Students do not want to only interact with adults at school
• Students often learn best from each other
Ask peers: What do you think are some of the benefits of being a peer support?
Some possible responses are listed below:
• Learn about someone whom you may not know much about and potentially
develop a new friendship
• Become more confident in interacting with classmates with disabilities
• Learn from the strengths of the student and other peer supports
• Help create a more inclusive environment in the classroom
• Learn the class material in a new way by providing support to a classmate
3. Background about the Student

Ask peers what they already know about the student. Below is some additional
information that you might share with them. Do not share confidential information with
peers such as information about the student’s diagnosis, personal information, or IEP
information. Keep information very general.
• Share strengths and interests of the student (e.g. what does he like to talk about?
What does she like to do?)
• Share what is enjoyable about interacting with this student
• Provide peers with ideas of how they might interact with the student
• Instead of providing diagnostic information or other personal information of the
student that is not specifically relevant to the peer support arrangement, share
with the peers characteristics about the student that are relevant to their
interactions.
o e.g. “Sometimes Jack does not look at you when he talks to you; this does
not mean he is not interested or listening.” or “Occasionally Alexis will
keep talking about the same topic. If you want to talk about something
else, you can change the topic like you would with any other friend.”
• Let students know if an interaction seems challenging, think about how you
would respond to another classmate who was acting that way and then decide if
that is an appropriate way to respond to this situation
4. General Goals in this Class

Share with the peer supports general social and learning goals for the student such as:
• To converse more with peers and to strengthen social communication skills
• To be more involved in class activities
37
• To get to know other classmates

• To use his/her communication device
• To make choices
5. Confidentiality and Respectful Language

Ask students: What information about the student do you think is okay to share with
others?
The following tips may be helpful to share with peers:
• When answering questions from others about the student, consider what you
would want shared, or not shared, about yourself
• Information about a student’s strengths or interests can be shared in an
appropriate social situation
o e.g. “Oh Vanessa you like that movie too, right?” or “Johnny might be able
to help you with that video game, he’s really good at it”
• If discussing the student with another peer support, be sure to do so in a private
area where others will not hear your conversation
• If you have friends who are interested in interacting with the student, introduce
them to the student as you would any other friend
• If you are not sure how to answer someone’s questions or handle a particular
situation, you can always talk to me about it
6. Expectations Specific to the Classroom

• Discuss general expectations such as:
o Sitting together during class
o Supporting the student during class activities
o Introducing the student to other classmates
o Working together with other peer supports
o Completing their own schoolwork
o Talking with the facilitator about any challenges, questions or concerns
7. Peer Support Strategies

Provide students with the Peer Supports Plan handout to review specific to supporting the
student. Collect this handout at the end of the meeting.
• Discuss specific strategies related to supporting student during various classroom
activities using the Peer Supports Plan
• Ask peers for their ideas and add them to the plan
A. Technology and Communication Systems (if applicable)

If a student has limited communication, ask peers:
• Have you talked to (the student) before?
• What do you know about how (the student) communicates?
Then provide further information to peers about the student’s communication:

• If the student uses an augmentative communication device (Picture Exchange
Communication System [PECS], sign language, or voice output system) share this
38
information with peer supports and make sure they understand how this
communication system works. Ask the students for ideas of phrases that could be
programmed into the student’s device for social interactions or related to classwork.
• If the student is verbal, but has limited language, talk about what the student can
and cannot say. Give some ideas for talking with the student such as saying hi, giving
a hi-five, or other appropriate social gesture, or asking questions to which the
student knows an answer.
B. Promoting Class Participation

To encourage participation of the student, peers can:
• Clarify assignments to student
• Restate instructions
• Assist student in locating needed materials
• Share notes
C. Promoting Interactions with Classmates

To encourage interactions with other classmates, peers can:
• Say hi to the student
• Ask the student how her or she is doing
• Ask the student to work with you during a group project
• Give complements, high fives or knuckles, or share jokes
• Introduce the student to some of your friends
D. Student Motivation and Feedback

Peers can encourage positive behaviors of the student in the classroom by:
• Providing the student with praise and positive feedback for positive behaviors as
they would to other classmates (e.g. “wow, you smoked that assignment!”).
o Focus on giving more positive than negative feedback
o Always start with positive feedback before offering suggestions
o Offer suggestions (“You could try…”) rather than directives (“Do this”)
• Responding to the challenging behaviors displayed by the student as you would
another classmate. If the behavior continues, ignore the behavior and continue with
your schoolwork. Your role is not to manage behavior; the facilitator will provide
this support.
8. When to Seek Assistance

• If you have questions, please come talk to me. The best time to find me would be
(before or after class, during class, etc.)
• I will check in with you throughout the week to see how things are going
• As the peer support, your role is not any of the following:
o To be the teacher
o Manage behavior
o Anything that they feel uncomfortable with
39
9. Discussion and Questions

Find out if peers have any questions about their new roles. Consider asking the following
questions:
• What are you excited about?
• What are your concerns?
• What do you hope to gain from this experience?
• What questions do you have for me?
• Let students know how they can contact you to talk about any ongoing questions
or concerns.
10. What Happens Next

Explain to students what should happen next:
• In class, I will introduce you and the student and remind you to sit next to each
other
• During transition times in class, talk to the student
• Remind the student of what he or she should be doing, when needed
• Ask the student if he or she needs help
• I will check in with you throughout class
• I also may model some strategies we talked about today
• Please feel free to ask me questions before class, after class, or during a transition
time in the classroom
41
Initial Meeting Checklist
Facilitator: Focus Student:

Date: Peer Supports:
 Rationale for peer supports strategies
 Background about focus student
 General goals
 Confidentiality and respectful language
 Expectations specific to the classroom (drawing from Peer Support Plan)
 Peer support strategies relevant to the student including communication system (if
applicable), promoting class participation, promoting interactions with classmates and
student motivation and feedback.
 Guidance on when to seek assistance from educators or paraprofessionals
 Additional roles and responsibilities:
 Questions or concerns of peer supports (write these below)

43
Checking in with and Supporting Students

Purpose: checking-in and supporting students is needed to:
• Monitor and provide ongoing support to students in class
• Determine how current strategies are working and what may or may not need to be
changed about peer support strategies
Your Role: As the facilitator you will Materials needed:

• Monitor peer support arrangements • This notebook, including:
throughout class o Peer Support Plan for
• Provide support and feedback, as student
needed, to students in the classroom o Facilitation Strategies
• Facilitate interactions between students handout
as needed and fade support over time
• Observe the peer support arrangements
during the entire class weekly and
complete Checklist for Monitoring Peer
Support Arrangements (these will be
collected at the end of the semester)
• Check-in with peer supports and student
at least one time per week
Getting Started
Prior to starting peer supports in the classroom, be sure to:

• Decide with the teacher when the student and peer support(s) begin to sit next to
each other in class
• Let the student know in advance that a new classmate will be sitting next to him or
her in class and that student is available help him or her with class activities
On the first day of implementing peer supports:

• Introduce the students if they do not already know each other
• Remind students to sit next to one another
• Start a conversation by sharing something that both students are interested in
• Model appropriate language and strategies for peer supports
• Make sure that everyone has the right materials (notes, communication device, etc.)
• Remain close by as students begin working together. It may take time for students
to feel comfortable and confident working with one another.
• When appropriate, begin to step back and observe the students working together
(watch the students and wait before interacting with them)
44
• If students are not interacting with each other after a while, use a facilitation
strategy that is appropriate to the activity
• If students are interacting with one another, continue to observe and provide
positive feedback to both students about the interactions at the end of class
• Check with students after class to see if they have questions
• During class you can also find natural times, such as transitions, to check in with
students
Fading Adult Support

As peers begin supporting the student, continue to fade your direct involvement with the
student during class and instead observe the peer supports arrangements and consider
what other strategies or supports could help the student become more independent in the
classroom.
Consider for the student for each activity:

Can the student do it:
• On his or her own?
• If given the right technology or adaptive equipment?
• If provided with some additional skill instruction?
• If shown how to use basic self-management strategies?
• With help from his or her peer support?
• With help from another classmate?
• With help from someone else in the environment?
• With occasional help from a paraprofessional or special educator?
• With ongoing help from a paraprofessional or a special educator?
For some students, peers may begin supporting them successful in the classroom very
quickly. For others, this will be a gradual process where they may still need some direct
support from you and some direct support from peers. Remember, the goal is for the
student to be as independent as possible while participating in classroom activities and
interacting with classmates.
One time per week, observe the peer support arrangements and complete the Checklist for
Monitoring Peer Support Arrangements. Use this form to consider if peer supports are
adequately supporting the student and what further support you could provide to peers.
Check-in with students a few times per week to see how things are going.
Examples of Check-in Questions

Ask student:
• Do you like working with (names of peer supports)?
• What things do you do together?
• What do they do that you like?
• Is there anything they do that you don’t like?
• Is there something they can do to help you?
• How can you help your classmates?
45
• What things in class are going well?

• What things in class are not going well?
Ask peer supports:

• What things have been going really well?
• What things have not been going well?
• Are you enjoying being a peer support? Why or why not?
• Do you feel comfortable with your role?
• Do you feel that your role is important?
• Have you noticed any changes in the student?
• What strategies do you find helpful?
• What strategies are not helpful?
• Are there new strategies that you have discovered?
You can talk to the coach from the project team at any time to discuss any concerns you encounter.
47
Frequently Asked Questions

What if students are talking too much during class (e.g., during lecture, instruction or tests)?
If students’ talking is disruptive to class, you can provide feedback immediately (quietly remind
students of class rules) or, if the talking is not interrupting class, remind students of class rules at a
later time. If peer supports are concerned about how to support the student during times when
talking may be disruptive, brainstorm ideas with the students about non-verbal strategies that can
be used to remind the student what he or she should be doing during that time.
What if the student becomes too “attached” to one peer?

If the student becomes too attached to one peer, this may be a good opportunity to have the other
peer supports provide more support and fade the support of that particular peer. This is one of the
benefits of having more than one peer support. Also, the peer who the student is attached to could
begin introducing the student to other classmates and encouraging him or her to engage with new
people. Remind the peer who the student is attached to that he or she should respond to the
student as he/she would to other peers who behaved the same way.
What if students are not interacting?

If students are not interacting, refer to the facilitation strategies and use strategies to facilitate
interactions between students. If students are still not interacting, it is important to find out why.
Talk to the peer supports and student to find out what is inhibiting interactions (Are they not sure
how to interact? Are they not sure when to interact? Do they not like interacting with each other?).
Then remind students of the goals and rationale for the peer supports and brainstorm ideas to
overcome these barriers.
What if students are absent?

This is a good reason to have more than one peer support in the classroom. If one peer support is
absent, the student can still receive support from the other peer. If all peer supports are absent, see
if the student can sit next to a different peer. You may need to provide more support during class
but see if the other peers around the student naturally begin to support him or her as the peer
supports do. If the student is absent, see if peers can provide him or her with copies of assignments
and touch base at another time with the student about what was missed in class (as they would
another classmate).
What if one student is dominating the conversation?

If a student is dominating the conversation, you can use the facilitation strategies to facilitate
opportunities for other students to contribute to the conversation. Peers of the student should also
be encouraged to respond as they naturally would to any other classmate who was dominating the
conversation. Lastly, if this problem still persists after implementing other strategies, you may
need to practice appropriate conversation skills with the student outside of class.
Can modifications be made to the student’s assignment/classroom activities?

Yes, modifications can be made to assignments and class activities as needed to increase the
student’s participation and success in the classroom. If modifications are needed, this should be
discussed with the general education and special education teachers to determine what
modifications would be most appropriate for the student.
48
If I am not directly working with the student during class, am I doing my job?
The goal of additional support for students is so they can appropriate engage in classroom activities
and learn. Often times, having an adult work one-on-one with a student is the first support
provided. However, rather than immediately providing direct support, adults should first look to
see if students can be supported in other ways. We should first consider what activities the student
can do without support. Then we should consider what the student can do with adaptive
equipment, additional instruction, or self-management systems. The next supports to be
considered should be help from peers in the classroom. If a student cannot be successful with
those supports, then the adult may need to provide additional support directly to the student.
However, the goal is for the student to become more independent, so adults working with that
student should always be considering how to fade support. Simply because an adult is not working
directly with a student, does not mean that individual is not providing appropriate support to that
student. Often the most appropriate supports can be provided indirectly from adults, rather than
directly.
49
Peer Support Weekly Meeting Checklist

Student: _________________________ School: ___________________________
Facilitator: _______________________ Coach: __________________ Date: ____________
Peer Supports Present: ___________________________________________________________

______________________________________________________________________________
Circle Y (yes) or N (no) based on whether or not these behaviors occurred during the observation. Complete one time
per week and provide to your intervention coach.
1. Y N Are peer supports in close proximity to the student during class?

Y N Do the students sit next to each other?
N/A Y N Do the students remain in close proximity during out-of-seat class activities?
N/A Y N During group activities, do the students join the same group?
Other notes about proximity? __________________________________________________
When does proximity occur during class (circle all that apply): Beginning Middle End
2. Y N Are peer supports interacting with the student in class?

Y N Do they greet the student (e.g. “Hi” or “see you later”)?
Y N Do students engage in conversation?
Y N Do peer supports include the focus student in interactions with other peers?
Other notes about interactions? ________________________________________________
When do interactions occur during class (circle all that apply): Beginning Middle End
3. Y N Are peer supports assisting the focus student academically?

Y N Do the peer supports help the student participate in class activities?
Y N Do peer supports repeat or rephrase instructions for the student?
Y N Are peer supports appropriately prompting the focus student?
Y N Do peer supports provide appropriate feedback to the focus student?
Y N Do students work together on classroom activities?
Y N Do students share work materials?
Other notes about academic assistance? __________________________________________
When do support behaviors occur during class (circle all that apply): Beginning Middle End
4. Y N Are you (facilitator) supporting peer supports and the target student?
Y N Do you facilitate interactions during class when appropriate?
Y N Do you provide reminders/feedback to peer supports before, during, or after class?
Y N Do you provide praise and feedback to students during or outside of class?
Other notes about supporting students? ____________________________________________
Examples of feedback to give peer supports:

• “Matt really appreciates it when you ask him about his weekend.”
• “Lily might not always respond to questions, but she loves connecting with you and other students.
If you give her a bit of time to answer and she still doesn’t, you can ask her the question again.”
• “You do a great job always sharing your notes with Kelsey.”
Feedback you gave, or will give, to peer supports: _________________________________________________________

__________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________

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Peer Supports Facilitator

Which students can participate?

What support strategies are we evaluating?

What improvements do we expect?

What support will the project provide?

What are the goals of peer support arrangements?

What is your role as the Peer Supports Facilitator?

What are the steps in setting up peer support arrangements?

Preparing for Intervention

Assessing Social-Related Needs

1. What communication strategies does the student use? __________________________________

Selecting Social-Related Goals

Measurable goals include three crucial components:

Antecedent Behavior Criteria

Selecting Interventions and Contexts

Identifying Peer Supports

How many peers should I invite?

Who might make a great peer support?

• Who would model positive behaviors for the student?

What are the different ways I can identify peer supports?

When deciding on a method for finding peer supports, remember:

Tip #2: Ask teachers for their input.

How do I invite peers to participate as peer supports?

What do I say to peers when I invite them to participate?

I’m really glad you are interested. Thanks!

Preparing and Planning For Peer Supports

Reflection on Classroom Activities

Possible Strategies for Peers

Possible Facilitation Strategies for Facilitator

• Teach interaction skills to students

Develop the Peer Support Plan

Facilitation strategies for promoting interactions

Example One of Peer Support Plan

At the beginning of class….

When there are lectures or whole group instruction…

When there are small group or lab activities…

When there is independent seatwork …

At the end of class…

Big Ideas for Peers

Specific Ways to Offer Support

Some General Ideas for Supporting Your Classmate

Example Two of Peer Support Plan

At the beginning of class….

When there are lectures or whole group instruction…

When there are small group or lab activities…

When there is independent seatwork …

At the end of class…

Big Ideas for Peers

Specific Ways to Offer Support

Some General Ideas for Supporting Your Classmate

Example Three of Peer Support Plan

At the beginning of class….

Steve could… Peers could… The facilitator could…

When there are lectures or whole group instruction…

Steve could… Peers could… The facilitator could…

When there are small group or lab activities…

Steve could… Peers could… The facilitator could…

When there is independent seatwork …

Steve could… Peers could… The facilitator could…

At the end of class…