Alena+Ruoff+Peer+models+(Role+models)

Peer Models

1) Description of Strategy a) Peer models are typically developing children that can model appropriate behaviors to children with developmental delays. The peers display on-task behaviors and can also help prompt other children. It is sometimes difficult for a teacher to display typical behaviors of a child therefore a peer model is helpful. b) Students that are well behaved, kind, and on task. c) Adults that have peer models in their classroom should train the models on how to prompt and aid the other students with developmental delays. Teachers should be kind and give them praise. d) There is no cost, but training a peer on how to work with other students can be time consuming. There is no training required. e) Peer models may becomed overwhelmed. It is important to not treat the peer models like they are doing a job, but to treat them like other students. f) Peer models can show other students appropriate behaviors by displaying on task behaviors. g) The school setting is the best setting to have peer models to be involved in because it is a structured setting with multiple adults and other students. h) There are no negative sides for having a peer model involved with students with developmental delay.

2) APA Referece

Robetson, S. B. & Weismer, S. E. (1997). The Influence of Peer Models on the Play Scripts of Children With Specific Language Impairment. //Journal of Speech, Language & Hearing Research,// 40(1), 49-61.

a) This study included two groups of children with specific language impairments (10 in the experimental treatment and 10 students in the control group) and a group of peer models (10 children with normal language development). The 30 children ranged in age from 3 to 5 years. b) This study was a multiple base line study using ANOVA c)The dependent variables were number of words spoken by the children with language delays, play-theme related acts, and linguistic markers (using first, then, later etc.) d) The independent varibal was wether or not peers were present in the classroom. e) Results Number of spoken words: The group with the peer models produced significantly more words than the group with no peer models. Play-Theme Acts: The group with peer models produced more play theme acts than the group with no peers directly after the student and it was continuous three weeks later. Linguistic Markers: The group with peer models showed greater gains in this area compaired to the control group.

This study supported the hypothesis that play with typically developing peer models gives positive increases for children with language delays in the areas of increasing language, play theme acts and linguistic markers.