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<\/span><\/div>Article Contents:<\/h1>\n\n- A brief history of peer support<\/a><\/li>\n
- School-based peer support<\/a>\n
\n- University-based peer support<\/a><\/li>\n<\/ul>\n<\/li>\n
- Peer support in adulthood<\/a>\n
\n- Work and professional peer support<\/a><\/li>\n
- Peer support in older adulthood<\/a><\/li>\n<\/ul>\n<\/li>\n
- Parental perspectives<\/a>\n
\n- Intervention participation<\/a><\/li>\n
- Support for siblings of autistic children<\/a><\/li>\n
- Parent and caregiver peer support<\/a><\/li>\n<\/ul>\n<\/li>\n
- Mechanisms of success<\/a>\n
\n- Universal design<\/a><\/li>\n
- Participatory methodologies<\/a><\/li>\n
- Shared tasks and gamification<\/a><\/li>\n
- Interpersonal coordination<\/a><\/li>\n<\/ul>\n<\/li>\n
- Barriers to support<\/a><\/li>\n
- A peer-supported future<\/a><\/li>\n
- Resources and information<\/a><\/li>\n
- References<\/a><\/li>\n<\/ul>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>
A brief history of peer support<\/span><\/strong><\/span><\/h2>\nPeer mentorship, though not referred to as such, has been used as a framework for enhancing classroom learning and student social experiences for many years. Throughout research literature, peer-based methods include cooperative learning, inclusive\/inclusion classrooms, peer arrangements, and peer-mediated supports. Modern peer support programs are based on cooperative learning techniques, first published in the early 1990s. Most programs involve an allistic (non-autistic) peer who provides social and\/or academic support to students with autism or other disabilities (Brock et al., 2017). Cooperative and inclusion learning studies show decreases in disruptive behavior and increases in reading skills, academic engagement, and peer interaction (Koegel et al., 1995; Kamps et al., 1994; Dugan et al., 1995; McCurdy & Cole, 2013). Many studies also show that mentees and mentors acquire targeted academic and social skills and build on and apply them across situations and groups (Hunt et al., 1994; Christensen et al., 2004; Carter et al., 2005).\u00a0<\/span><\/p>\nModern peer support programs are highly modifiable and can be woven into various care strategies and goals across ages, locations, and activities (Brock & Huber, 2017). Simpson and Bui recently implemented a peer-based reading buddy strategy to increase social interaction among autistic children (2024). Another study using partner-focused conversation skills revealed increased pragmatic language efficiency for autistic youth, and all students (both autistic and allistic) reported that the program was beneficial (Bambara et al., 2021). Further, peer-based interventions implemented in a three-year adventure therapy program and group for individuals experiencing gender discomfort\/dysphoria saw increased social skills and comfort and positive psychological results with potential for long-term impact (Karoff et al., 2017; Brandsma et al., 2022).<\/span><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>Instances of peer support in autism<\/b><\/span><\/h2>\nSchool-based peer support<\/b><\/span><\/h3>\nSystematic reviews of peer-intervention programs show improvements in social interactions, academic engagement, and quality of friendships in autistic high school students and their allistic peers (Carter et al., 2016; Asmus et al., 2016). Research also suggests that communication skills gained via peer support relationships can be generalized to other settings (Belchic & Harris, 2008). In a recent study on student and teacher perspectives of peer support programs, respondents said that the programs help autistic youth to better understand their identity as students, peers, and learners. Students felt more empowered to set and achieve goals for their future, and teachers observed increased self-confidence and assertiveness in their pupils (Kiblen et al., 2024).\u00a0<\/span><\/p>\n<\/div>Options Program at Bishop Hendricken High School<\/h2><\/div><\/div>\nBishop Hendricken High School in Rhode Island is a Catholic preparatory school for boys. For students at Hendricken, peer mentorship experiences are integral to their education. Through the<\/span> Options Program<\/span><\/a>, students with autism, intellectual (ID), and developmental disabilities are included in everything from spirit week to assemblies and have a designated mentor in each class. The program focuses on facilitating student interaction and building brotherhood, creating a culture of inclusion where everyone belongs. Megan O’Connor and Steve Gauin, parents of Nick, an autistic student participating in the program, emphasize their son’s continual growth in age-appropriate language, independence, and openness at school and home.\u00a0<\/span><\/p>\n\u201cIn like three weeks he was starting to pick up their lingo, which is age appropriate\u2026 So that was unbelievable\u2026and last year he was in the bowling club and the bowling alley is across the street from the school, a pretty busy street. And he just took his stuff and he walked across the street all by himself. And I just thought, I didn\u2019t know that we would get to that point in his life that he would do something independently like that. I don\u2019t think he would have ever done that had he not had all the experiences here at Hendricken.”<\/span><\/i><\/p>\n— Megan O\u2019Connor, Parent, Educator, Advocate (Interview, Sept 2024)<\/span><\/p>\n<\/blockquote>\nSince entering the Options Program at Bishop Hendricken, Nick\u2019s personal and academic success has continually increased. He has graduated from a one-to-one to a two-to-one mentor set-up, and this year, he had a line in the school play!<\/span><\/p>\n
- \n
- University-based peer support<\/a><\/li>\n<\/ul>\n<\/li>\n
- Peer support in adulthood<\/a>\n
- \n
- Work and professional peer support<\/a><\/li>\n
- Peer support in older adulthood<\/a><\/li>\n<\/ul>\n<\/li>\n
- Parental perspectives<\/a>\n
- \n
- Intervention participation<\/a><\/li>\n
- Support for siblings of autistic children<\/a><\/li>\n
- Parent and caregiver peer support<\/a><\/li>\n<\/ul>\n<\/li>\n
- Mechanisms of success<\/a>\n
- \n
- Universal design<\/a><\/li>\n
- Participatory methodologies<\/a><\/li>\n
- Shared tasks and gamification<\/a><\/li>\n
- Interpersonal coordination<\/a><\/li>\n<\/ul>\n<\/li>\n
- Barriers to support<\/a><\/li>\n
- A peer-supported future<\/a><\/li>\n
- Resources and information<\/a><\/li>\n
- References<\/a><\/li>\n<\/ul>\n<\/div><\/div><\/div>
<\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>A brief history of peer support<\/span><\/strong><\/span><\/h2>\n
Peer mentorship, though not referred to as such, has been used as a framework for enhancing classroom learning and student social experiences for many years. Throughout research literature, peer-based methods include cooperative learning, inclusive\/inclusion classrooms, peer arrangements, and peer-mediated supports. Modern peer support programs are based on cooperative learning techniques, first published in the early 1990s. Most programs involve an allistic (non-autistic) peer who provides social and\/or academic support to students with autism or other disabilities (Brock et al., 2017). Cooperative and inclusion learning studies show decreases in disruptive behavior and increases in reading skills, academic engagement, and peer interaction (Koegel et al., 1995; Kamps et al., 1994; Dugan et al., 1995; McCurdy & Cole, 2013). Many studies also show that mentees and mentors acquire targeted academic and social skills and build on and apply them across situations and groups (Hunt et al., 1994; Christensen et al., 2004; Carter et al., 2005).\u00a0<\/span><\/p>\n
Modern peer support programs are highly modifiable and can be woven into various care strategies and goals across ages, locations, and activities (Brock & Huber, 2017). Simpson and Bui recently implemented a peer-based reading buddy strategy to increase social interaction among autistic children (2024). Another study using partner-focused conversation skills revealed increased pragmatic language efficiency for autistic youth, and all students (both autistic and allistic) reported that the program was beneficial (Bambara et al., 2021). Further, peer-based interventions implemented in a three-year adventure therapy program and group for individuals experiencing gender discomfort\/dysphoria saw increased social skills and comfort and positive psychological results with potential for long-term impact (Karoff et al., 2017; Brandsma et al., 2022).<\/span><\/p>\n<\/div><\/div><\/div>
<\/div><\/div><\/div><\/div><\/div><\/div><\/div>Instances of peer support in autism<\/b><\/span><\/h2>\n
School-based peer support<\/b><\/span><\/h3>\n
Systematic reviews of peer-intervention programs show improvements in social interactions, academic engagement, and quality of friendships in autistic high school students and their allistic peers (Carter et al., 2016; Asmus et al., 2016). Research also suggests that communication skills gained via peer support relationships can be generalized to other settings (Belchic & Harris, 2008). In a recent study on student and teacher perspectives of peer support programs, respondents said that the programs help autistic youth to better understand their identity as students, peers, and learners. Students felt more empowered to set and achieve goals for their future, and teachers observed increased self-confidence and assertiveness in their pupils (Kiblen et al., 2024).\u00a0<\/span><\/p>\n<\/div>
Options Program at Bishop Hendricken High School<\/h2><\/div>
<\/div>\nBishop Hendricken High School in Rhode Island is a Catholic preparatory school for boys. For students at Hendricken, peer mentorship experiences are integral to their education. Through the<\/span> Options Program<\/span><\/a>, students with autism, intellectual (ID), and developmental disabilities are included in everything from spirit week to assemblies and have a designated mentor in each class. The program focuses on facilitating student interaction and building brotherhood, creating a culture of inclusion where everyone belongs. Megan O’Connor and Steve Gauin, parents of Nick, an autistic student participating in the program, emphasize their son’s continual growth in age-appropriate language, independence, and openness at school and home.\u00a0<\/span><\/p>\n
\u201cIn like three weeks he was starting to pick up their lingo, which is age appropriate\u2026 So that was unbelievable\u2026and last year he was in the bowling club and the bowling alley is across the street from the school, a pretty busy street. And he just took his stuff and he walked across the street all by himself. And I just thought, I didn\u2019t know that we would get to that point in his life that he would do something independently like that. I don\u2019t think he would have ever done that had he not had all the experiences here at Hendricken.”<\/span><\/i><\/p>\n
— Megan O\u2019Connor, Parent, Educator, Advocate (Interview, Sept 2024)<\/span><\/p>\n<\/blockquote>\n
Since entering the Options Program at Bishop Hendricken, Nick\u2019s personal and academic success has continually increased. He has graduated from a one-to-one to a two-to-one mentor set-up, and this year, he had a line in the school play!<\/span><\/p>\n
- Participatory methodologies<\/a><\/li>\n
- Support for siblings of autistic children<\/a><\/li>\n
- Peer support in older adulthood<\/a><\/li>\n<\/ul>\n<\/li>\n
- Peer support in adulthood<\/a>\n