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Instruction of Students with Severe Disabilities Eighth Edition Martha E. Snell, Fredda Brown, John J. McDonnell

Chapter 11
Promoting Social Competence and Peer Relationships

Developed by:
Erik Carter

Matthew Brock

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Contributions of Peer Relationships

Friendships are important in the lives of all students
For children and youth with severe disabilities
For peers without disabilities

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Importance of Positive Peer Relationships

Social and emotional development
Positive adjustment
School engagement
Access to social and other support
Skill acquisition
Quality of life

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

What Are Peer Relationships?

The interactions and associations students have with other children who are of the same age
(Rubin, Bukowski, & Laursen, 2009)
These relationships can range from classmates to lab partners to teammates to fellow club members to acquaintances, etc.

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

The Variety of Interactions and Relationships

Academic and social interactions
Friendships
Status relationships (e.g., tutor-tutee, helper-helped)
Peer groups and social networks
Membership and belonging
Romantic relationships
Relationships with adults (e.g., teachers, paraprofessionals, related services)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

The Role of Context and Relationships

Interactions are effected by the setting in which they occur

The nature of relationships change with age

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

The Social Lives of Students with Severe Disabilities

Interactions with peers without disabilities occur infrequently without intentional efforts in…
Classrooms
Hallways
Lunchrooms
Playgrounds
Extracurricular and afterschool activities

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Had never visited with friends during the previous year
Never or rarely received telephone calls from friends
Had been invited to other children’ social activities during the past year

17%

According to parents, the percentage of elementary and middle school students who:
(Special Education Elementary Longitudinal Study, www.seels.net)

21%

32%

Intellectual
disabilities

Multiple
disabilities

Autism

50%

64%

81%

Intellectual
disabilities

Multiple
disabilities

Autism

80%

74%

68%

Intellectual
disabilities

Multiple
disabilities

Autism

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Frequently saw friends outside of school
Never or rarely received telephone calls from friends
Get together with friends outside of formal groups at least once per week

22%

According to parents, the percentage of high school students with disabilities who:
(National Longitudinal Transition Study-2: www.nlts2.com)

14%

Intellectual
disabilities

Multiple
disabilities

Autism

42%

63%

84%

Intellectual
disabilities

Multiple
disabilities

Autism

54%

38%

24%

Intellectual
disabilities

Multiple
disabilities

Autism

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Assessment to Identify Needs and Opportunities

School-wide reflection efforts
For each school location in which students spend their day, ask:
Are students with and without disabilities in the same place?
Are students with and without disabilities there are the same times?
Are students with and without disabilities doing the same things?

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Reflecting on Relationships

Observations in multiple settings
Classrooms
Extracurricular programs
Informal activities
Example social outcomes:
Social interactions, conversational initiations, affect, interaction quality, interaction partners, social supports, social networks, membership, social status

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Reflecting on Relationships

Interviews
With students themselves
With teachers and paraprofessionals
With peers
With parents and other family members

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Strategies for Addressing Social Needs

Shared space
Shared activities
Shared interests
Social and communication skill instruction
Providing relevant information and strategies to peers
Establishing valued roles for students
Providing sufficient—but not too much—support

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Evidence-Based Strategies

Inclusive general education classrooms
Informal contexts (e.g., lunch, recess, hallways, before and after school)
Extracurricular and school-sponsored activities
After school, weekends, and the summer months

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Peer Support Strategies

Steps for implementation:

Identify students who need assistance to participate in class activities

Orient peers to their roles and responsibilities

Provide students and peers regular opportunities to work together within ongoing class activities

Adults monitor students’ progress to ensure they are benefitting socially and academically

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Cooperative Instructional Arrangements

Steps for implementation:

Divide class into small groups of 4-5 students

Establish common learning goals for each group

Specify roles for each student within the group

Provide students guidance and clear expectations for working together

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Adult Facilitation Strategies

Examples:
Modeling ways for students to interact with one another
Highlighting common interests, strengths, and experiences shared by students
Redirecting students’ initiations to one another
Interpreting the communication attempts of students
Arranging classroom responsibilities that requrie frequent interaction

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Self-Directed Learning Strategies

Examples:
Goal setting
Self-prompting
Self-instruction
Self-monitoring
Self-evaluation

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Peer Network Strategies

Steps for implementation:

Ask students with disabilities about their interest in participating

Invite a small group of peers to an initial organizational meeting

Adult facilitator provides background about the network and its focus

Peers coordinate their schedules and identify times they will spend with the student

The group meets periodically for planning and to problem solve any challenges that may arise

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Extracurricular Activities

Steps for implementation:

Identify extracurricular opportunities that build upon students’ interests and strengths

Determine the expectations and support needs associated with these activities

Equip students with information, skills, and supports they will need

Prepare activity sponsors and peers

Keep families informed and involved

Reflect regularly on students’ participation

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Out-of-School Activities

Strategies:

Map the formal and informal programs and activities accessed by children in the community

Focus planning efforts on identifying the supports students will need to access these opportunities

Collaborate with and support families

Explore new technologies and web-based social opportunities

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Monitoring Progress and Refining Efforts

Monitoring interactions with peers in class
Frequency of interactions
Appropriateness and quality of interactions
Monitoring participation in extracurricular activities
Monitoring student and family satisfaction

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Lunch Group Strategies

Steps for implementation:

Ask students with disabilities about their interest in participating

Identify regular times and locations that students will spend lunch together

Invite peers who already know the student

Organize initial introductory activities

Encourage friends to invite others and take responsibility for planning group activities

Adults fade their direct involvement