PEER-MEDIATED INTERVENTION

WHAT IS PEER-MEDIATED INTERVENTION (PMI)?

Peer Mediated Intervention is an evidence-based approach commonly used in speech language therapy and social communication programs to help children build communication and social skills with the help of trained peers. This means that a typically developing peer supports the learning of a child with communication, social, or play challenges.

The peer acts as a model, support, and partner for children; by modelling play, initiating interactions, and reinforcing attempts, the peer acts as a natural communication partner.

PMI and Autism Spectrum Disorder

PMI help children with ASD actively participate in social interactions and thereby acquire appropriate social skills. PMI therapy helps minimize undesirable behavioral patterns and influences the emotional well-being and overall quality of life of children with ASD. According to studies, PMI is most effective in early intervention (children in preschool and early school years). Through guided play and interaction, children have natural opportunities to practice important skills such as turn-taking, joint attention, and social language. PMI also helps them learn problem-solving strategies, understand social rules such as waiting, sharing, and initiating play, and express their emotions more appropriately. Because these skills are practiced with peers in real social contexts, children are more likely to generalize and use them in their everyday situations.

WHY IS PMI EFFECTIVE?

Peer Mediated Intervention is effective, especially autistic for individuals, because:

1. Provides a natural learning environment: The use of everyday peer interaction makes learning more meaningful and easier to generalize. Peers may feel more fun than threatening.

2. Children are more motivated to engage, play, and communicate with friends than adults. This motivates children to communicate more frequently and spontaneously.

3. Peer play creates more opportunities for practice, offering multiple chances to express emotions and make requests, which may not be readily possible in adult-led sessions. This increases access to interventions.

4. It promotes generalization of skills, as they are learnt in a more natural interaction with peers

5. Peer interactions develop social confidence, improve self-esteem, provide a sense of belonging, and help children feel more included.

6. It helps develop social cognition by helping children learn to understand perspectives, respond appropriately to social cues, and develop social communication.

HOW CAN PARENTS PERFORM PMI AT HOME?

1. Choose a right peer for your child: A peer can be someone your child enjoys being around and is friendly and social, like a neighbor, sibling, cousin, or friend.

2. Set simple but structured activities: Choose activities that encourage interactions and not solo play. Activities such as pretend play, arts and crafts, building blocks, and ball games encourage interactions.

3. Teach the peer what to do: Provide simple instructions to the peer to help them interact with your child effectively. Instruct the peer to model the skills for the child (“watch this…. now you try!”) Use simple language, wait for your child to respond, and praise them for their success.

4. Use gentle support in the background: Parents should be nearby for support but not dominate the interaction. They can give small reminders to encourage continued interaction (eg:’ ask him’, ‘show her’)

5. Repetition and routine: Children learn better when interactions are repeated and are predictable. Initially, select the same peer interactions and activities and slowly increase the complexity.

Peer relationships play a crucial role in the social development of children with ASD. Peer Mediated Intervention is a powerful, natural way to build communication and social skills at home. With a supportive peer, simple play, and guidance from parents, children learn to talk, share, play, and connect. And the best part- it’s FUN!

written by Prisca Mary Thomas (Sr. Speech Language Pathologist)

REFERENCES:

Zhang, B., Liang, S., Chen, J., Chen, L., Chen, W., Tu, S., ... & Chu, L. (2022). Effectiveness of peer-mediated intervention on social skills for children with autism spectrum disorder: a randomized controlled trial. Translational Pediatrics, 11(5), 663.

Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in autism spectrum disorders, 3(4), 876-889.

Karna, W., & Stefaniuk, I. (2023). The influence of peer relationships on the social development of children with autism spectrum disorder. Iranian Journal of Neurodevelopmental Disorders, 2(4), 10-18.

Aldabas, R. (2020). Effectiveness of peer-mediated interventions (PMIs) on children with autism spectrum disorder (ASD): a systematic review. Early Child Development and Care, 190(10), 1586-1603.