Location

Special Education (Session 3 Breakouts)

Proposal Track

Research Project

Session Format

Presentation

Abstract

The purpose of the study was to examine the effectiveness of providing peer mentors with explicit training in the evidence based practices (EBP) of reinforcement, modeling, and prompting (RaMP) as well as an opportunity for purposeful practice through mixed reality simulations. The literature supports the importance and impact that early intervention has on individuals with autism (Dawson et. al, 2010), particularly in the area of social communication. However, the research is limited for adolescents (Griffin & AFIRM, 2016), which it is a time when children are bullied and ostracized for social awkwardness (Humphrey & Symes, 2010; De Boer, Pijl, & Minnaert, 2012; De Boer & Pijl, 2014). Further, a gap exists of explicit training programs for peer mentors, with an opportunity for purposeful practice. Training typically developing peers in RaMP, particularly in the middle and high school setting, could create a support system for students with disabilities in the schoolhouse. A multiple baseline single subject design across participants (Baer, 1968; Horner, etc., 2005; Watson & Workman, 1981) was utilized to analyze the effects of the training across three student dyads to determine if there was an increase in the fidelity of implementation following the RaMP training program.

Keywords

autism, peer mentors, evidence based practices

Professional Bio

Jasmine V. Sadler earned a B.S. in English Education from KSU in 2009. Upon entering the classroom, she discovered a passion for working with students with disabilities. It was then that she decided to become certified in special education and earned a M.Ed. from WGU and an Ed.S. from GSU in Special Education. She is currently completing her dissertation at KSU focused on training peer mentors. After teaching for eight years, she was promoted to Lead Teacher for Special Education in the DeKalb County School District. There, she continues to advocate for students with disabilities.

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Oct 2nd, 11:00 AM Oct 2nd, 12:00 PM

RaMP It UP! Training Peer Mentors in Reinforcement and Modeling with Prompting (RaMP)

Special Education (Session 3 Breakouts)

The purpose of the study was to examine the effectiveness of providing peer mentors with explicit training in the evidence based practices (EBP) of reinforcement, modeling, and prompting (RaMP) as well as an opportunity for purposeful practice through mixed reality simulations. The literature supports the importance and impact that early intervention has on individuals with autism (Dawson et. al, 2010), particularly in the area of social communication. However, the research is limited for adolescents (Griffin & AFIRM, 2016), which it is a time when children are bullied and ostracized for social awkwardness (Humphrey & Symes, 2010; De Boer, Pijl, & Minnaert, 2012; De Boer & Pijl, 2014). Further, a gap exists of explicit training programs for peer mentors, with an opportunity for purposeful practice. Training typically developing peers in RaMP, particularly in the middle and high school setting, could create a support system for students with disabilities in the schoolhouse. A multiple baseline single subject design across participants (Baer, 1968; Horner, etc., 2005; Watson & Workman, 1981) was utilized to analyze the effects of the training across three student dyads to determine if there was an increase in the fidelity of implementation following the RaMP training program.