Peer Buddy Program
Peer Buddy Program
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Using a peer buddy program...
Creates connection
Establishes a sense of purpose
Offers opportunities for authentic feedback/reflection
Implementation
Implementation
Overview
A peer buddy system requires at least two students with a "role model" and beneficiary.
Peer buddies can act as point of contacts for CICO, reward systems, mentoring, and as supervised escorts.
The students may be different in age/grade or maturity. The students may even have high interests align.
Peer buddies should be coached by adults involved on responsibilities.
Whole classes, small groups, or individual buddies can be used depending on the needs of the students.
Core Components
Symbiotic intervention is suggested. Allowing both older and younger student to fill their needs.
Consistently scheduled & not removed as a consequence.
Buddy is well selected and positioned to be a role model.
Proactive Implementation
Establishing a peer buddy program consists of collaborating with a partner teacher to create a preplanned schedule of partnering. Specific partnerships are identified between students based on personality and needs.
Responsive Implementation
Responsively implementing a peer buddy program may stem from a student, group, or class need for building specific connections within the community and increasing a sense of responsibility. Students may complete an interest survey or select a student to partner with.
Bucket fits
Bucket fits
Connection
If the need is connection then the student should complete activities in which relationship building occurs. These may also be called team building activities.
Skills Training
If the need is skill building then the peer buddy may work with a student on a specific strategy or skill. This could be done through read aloud, scenario, project, or other format.
Awareness
If the need is awareness then the peer buddy may act as a Check In/Check Out mentor to discuss the impact on actions their choices may have had.
Emotional Regulation
If the need is regulation then the peer buddy may practice coping or regulation strategies together such as mindfulness exercises.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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