ACCEPTANCE: Training Peer Mentors Using Evidence Based Practices
Disciplines
Accessibility | Disability and Equity in Education | Early Childhood Education | Elementary Education | Elementary Education and Teaching | Other Teacher Education and Professional Development | Special Education and Teaching | Teacher Education and Professional Development
Abstract (300 words maximum)
Children with autism are often ostracized by their peers due to their nonconforming social interaction skills and their limited interactions with others. Despite concerted efforts to expand the definition and nature of ‘inclusion’ in public school systems across the nation, this issue persists and negatively impacts such children even into adulthood. A possible contributing factor to this problem is that their typically developing peers have limited knowledge or awareness of how to support them in attaining and demonstrating appropriate social skills.
The purpose of this experimental study is to test the theory that there is a significant increase of implementation of evidence based practices, as observed through peer mentor interactions, once the peer mentor training intervention is complete. Additionally, the purpose of incorporating the second intervention of Mursion virtual simulations is to further increase the implementation of evidence based practices by the peer mentor.
Academic department under which the project should be listed
BCOE - Elementary & Early Childhood Education
Primary Investigator (PI) Name
Kate Zimmer
ACCEPTANCE: Training Peer Mentors Using Evidence Based Practices
Children with autism are often ostracized by their peers due to their nonconforming social interaction skills and their limited interactions with others. Despite concerted efforts to expand the definition and nature of ‘inclusion’ in public school systems across the nation, this issue persists and negatively impacts such children even into adulthood. A possible contributing factor to this problem is that their typically developing peers have limited knowledge or awareness of how to support them in attaining and demonstrating appropriate social skills.
The purpose of this experimental study is to test the theory that there is a significant increase of implementation of evidence based practices, as observed through peer mentor interactions, once the peer mentor training intervention is complete. Additionally, the purpose of incorporating the second intervention of Mursion virtual simulations is to further increase the implementation of evidence based practices by the peer mentor.