Peer Mediated Interventions- More Than Just Play Skills
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Michele LaMarche and Miranda Schehr examine what peer-mediated intervention requires beyond placing learners together. The recording follows peer selection, explicit training and cooperative activities for learners with autism, then considers how to assess interaction with familiar peers, in other settings and with peers who have not been trained.
Presenter biographies: Michele LaMarche, Miranda Schehr.
The presenters organize implementation into ten steps, moving from baseline assessment and goal selection through ongoing measurement, generalization and fluency. Shared calculators, play materials and reciprocal tutoring illustrate how they structure activities around requests, turn taking and shared goals.
The research discussion distinguishes gains with familiar peers from transfer to unfamiliar peers. It also examines reciprocal reading roles, teacher monitoring and outcomes reported in older peer-training and classwide tutoring studies.
What does this recording cover?
- The peer-selection discussion covers skills, motivation, interests and responsiveness to training.
- Peer-training examples address securing attention, waiting, offering choices and reinforcing attempts.
- Interaction measures include frequency, duration, reciprocal responses and relevance.
- The session distinguishes interaction with trained peers in new settings from interaction with untrained peers.
Recording context: The recording date is unknown, and the session discusses studies from 1992, 1994 and 2002 while identifying limits in generalization evidence.
Three selected learner comments
The six-item evaluation mean was 4.20/5 across 19 complete responses, from 215 recorded rating responses. This mean includes only complete six-score responses. Source: Special Learning's course evaluation records, snapshot October 11, 2026.
Three selected anonymous responses appear below, with the wording and spelling retained. They describe learners' experiences and requests; they are not a guarantee of results or a claim that these comments represent every learner.
Have them be more interactive? Maybe check in questions throughout the trainings so that you're not just listening to people talk for, at times, 2 hours.
Course evaluation response, 2023
examples on working with peers and children who have ASD
Course evaluation response, 2023
have the PowerPoint slides up to make it easier to follow along
Course evaluation response, 2023
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Meet the Presenters
Miranda Schehr is the Clinic Transition Director of Step by Step Academy. As a clinic transition director she directs the treatment plans of multiple clients through management, training and supervision of clinical staff. Before her involvement with SBSA she worked as an Intervention Specialist in Applied Behavioral Services, where she was responsible in the implementation of treatment of multiple clients and their families through teaching and training in the classroom and home environments.
She earned her Bachelor of Science in Mild-Moderate Special Education at Xavier University, Cincinnati, OH, completed a graduate coursework in Behavior Analysis in the University of North Texas, Denton TX; and she is anticipating the completion of her Masters of Education in Cognitive and Behavioral Disabilities in August 2012.
Michele LaMarche is the co-founder of Special Learning, Inc. She is also the founder and Executive Director of Step By Step Academy (SBSA), a centre-based non-profit autism treatment centre in Columbus, Ohio. Ms. LaMarche has worked in the field of Applied Behavior Analysis for more than fifteen years, and she develops the ABA curricula used in SBSA's programs.
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