Dr. Carolyn Hughes Principal Investigator Department of Special Education P.O. Box 328 Peabody College Vanderbilt University Nashville, TN 37203

Peer Buddy Overview

Getting Started

Implementing the Peer Buddy Program

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Getting Started

7 Steps to Implementing a Peer Buddy Program in Your Own School

Step 1: Introduce a 1-credit course.

The first step in building a Peer Buddy Program is to incorporate a peer tutoring course into your school's curriculum. This allows Peer Buddies to spend at least one period each day with their partners. While developing the course proposal, you can begin building a base of support with the administration, guidance personnel, and teachers in your school, which is critical for the success of the program. Remember to follow the established procedures of the local educational agency and the state department of education when you apply for the new course offering and to include the course description in your school's list of classes.

Step 2: Recruit peer buddies.

During the first year, Peer Buddies should be actively recruited. After the first year, the Buddies will recruit for you. Recruitment efforts could include announcements, posters, an article in the school newspaper and PTO newsletter, videos on the school's closed-circuit television, and Peer Buddies speaking in club meetings and targeted classes, such as all Junior English classes. Remember to provide information about the new course at a faculty meeting. We suggest you start slowly and be very selective for the first year while you establish the course expectations and reputation.

Step 3: Implement a screening process

A screening mechanism gives both the teacher and the Peer Buddy candidate more information before the student formally enrolls in the peer tutoring course. Guidance counselors should refer students who express an interest in the program and have good attendance and an adequate grade point average. Students should be asked to provide a recommendation by a teacher who knows them well and to complete an interview with the special education teacher. The teacher may also request a brief written application that includes what prompted the student to apply, any previous experience with individuals with disabilities, any questions or concerns about the course, and any clubs or activities the student is involved in that special education partners could participate in as well. Ideally, interested students should also have an opportunity to observe in the classroom. This gives the student more information about the role of a Peer Buddy and the teacher the opportunity to determine if the student would be an appropriate match.

Step 4: Train and match students.

Allow the Peer Buddies who enroll in the course to observe in the classroom for several periods and meet each of the class members. During this time, the teacher should model communication skills, verbal and physical prompts, and reinforcement techniques. Next conduct orientation and training of the Buddies that includes the concept of "People First," disability awareness, communication strategies, and sample activities to do with special education partners. Also include the teacher's expectations for the peer tutoring course and attendance and grading policies. Finally, give the Peer Buddies suggestions on dealing with inappropriate behavior and setting limits, such as when a student hugs or clings. The manual we use to train Peer Buddies is available by request from the authors.

Step 5: Establish expectations and evaluate progress.

Establish a grading system for the Peer Buddies based on your expectations, such as consistent attendance, positive attitude, and active participation. Schedule regular observations and feedback sessions with the Buddies to address problems or questions they may have. Also provide feedback on their interaction skills, time management, use of positive reinforcement, and activities engaged in with their partners. In addition, have the Buddies keep a daily journal of their activities and reflections, which should be reviewed weekly by the classroom teacher. This provides insight into concerns the Buddies may not have expressed, as well as an opportunity to give them written feedback. Finally, a Peer Buddy Club, which meets on a regular basis, allows the students to share experiences and ideas, as well as gives the teacher an opportunity to offer on-going training and feedback.

Step 6: Establish a Lunch Bunch.

Invite the Peer Buddies to join the class in the cafeteria once a week for lunch. The "Lunch Bunch" promotes inclusion of special education students within the school cafeteria. Buddies will invite their general education friends to join the group, increasing social contacts for the special education partners. The Lunch Bunch also allows general education students who, due to class conflicts, are unable to enroll in the course to interact socially with special education students.

Step 7: Establish an advisory board.