Communication Corner: Peer-Mediated Instruction and Intervention (PMII)

Peer-mediated Instruction and Intervention (PMII) is an evidence-based strategy used to teach neuro-typical peers how to support and engage in social interactions with students who have Autism Spectrum Disorders. The goal of PMII is for the student with ASD to acquire a broader range of age-appropriate social skills by increasing peer interactions within natural contexts such as playgroups, lunch or recess. There are multiple programs for implementing PMII, but all involve systematic training and coaching of peers in various strategies for engaging in social interactions with students with ASD. In today's Communication Corner we will explain the 5 steps to building an effective Peer-Mediated Instruction and Intervention.

Step 1

Select an available and willing student (or students) who will model good behavior, communication and social skills. Some teams look for volunteers interested in helping others. It can also be helpful to find peers that share common interests with the student being supported.

Step 2

Train the selected peer(s), how they can best support the social interactions of the student with ASD. Some of the training may be general information about autism. There are a variety of great books available to introduce common characteristics. We particularly like the following for young students.

  



For older students, the following titles are great.

 


In many cases, it is recommended that the peer training includes specific information about the student whom will be supported such as ways they communicate, any unexpected behaviors that may arise, and information about special interests.

Angie Kleinhans
Stebbins High School, Mad River

Step 3

Provide ongoing feedback to the peers and give additional supports, such as scripts as needed. Give peers the opportunity to brainstorm ways that can further support their student. 

Rachel Engle
Horace Mann Elementary, Springfield

Also use feedback to plan for additional instruction to the student being supported to assist them in interacting with their peer buddy. 

Annette Baker
Miami East Elementary, Miami East

Nancy Cera
Brookville Elementary, Brookville

Taylor Ruef
Stevenson Elementary, Mad River

Step 4
Implement the practice sessions through a variety of settings and classroom activities. We love this example of an interactive art activity where students provide directions to peers on how to do an apple rolling pin project using AAC and picture-supported communication.

Step 5
Teach the student with ASD to transfer and generalize the learned skills across the day to a variety of natural situations such as jobs, daily routines, recess time, or sensory breaks.

Emily Ottmar
Brantwood Elementary, Mad River

For more information, visit and view the PMII Modules at www.autisminternetmodule.org and https://afirm.fpg.unc.edu/