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An Initial Investigation of the Kit for Kids Peer Educational Program

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Journal of Developmental and Physical Disabilities Aims and scope Submit manuscript

Abstract

A large number of students with autism spectrum disorder (ASD) receive instruction in general education classrooms; therefore, students with ASD and typically-developing peers are likely to interact throughout the school day. Although research indicates that typically-developing peers play a critical role in supporting successful inclusive experiences for students with ASD, research suggests that elementary and middle school students report limited knowledge and awareness of ASD. Peer education programs have been used to promote and support acceptance of students with ASD in general education settings; however, research on these programs is still emerging. The purpose of the current study was to evaluate the Kit for Kids (KfK) program, which is a peer educational program designed by the Organization of Autism Research. Using Grounded Theory methodology, researchers conducted an evaluation of students’ initial impressions of the KfK program as well as suggestions for improving peer education efforts on behalf of students with ASD.

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Author information

Authors and Affiliations

  1. Department of Educational, Counseling, and School Psychology, University of Kentucky, 170 Taylor Education Building, Lexington, KY, 40506-0017, USA

    Kirsten A. Scheil & Jonathan M. Campbell

  2. Georgetown College, Georgetown, KY, USA

    Joy Bowers-Campbell

Authors
  1. Kirsten A. Scheil
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  2. Joy Bowers-Campbell
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  3. Jonathan M. Campbell
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Corresponding author

Correspondence to Kirsten A. Scheil.

Ethics declarations

Funding

This research is supported by a grant from the Organization for Autism Research.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Appendix

Appendix

Procedural Fidelity Data Form

Observer:_______________________

Step

Performed

 1. Materials Ready

 

 2. Session cue:

 

 3. Read introduction

 

 4. Hold up cover to show class

 

 5. Turn to page 1

 

 6. Ask – what do you think she means by different?

 

 7. Ask – what are some things different about Nick?

 

 8. Ask—Are we all the same? Do some of us get to do different things in class?

 

 9. Turn to page 2

 

 10. Ask—What is autism?

 

 11. Read/Ask—Nick learns things in a different way. Do we all learn in the same way, or sometimes in different ways?

 

 12. Ask—Can you catch autism?

 

 13. Turn to page 3

 

 14. Ask—Are all kids with autism the same?

 

 15. Ask—What are some things you might see someone with autism do?

 

 16. Ask—What are some things you might do to make yourself comfortable?

 

 17. Turn to page 4

 

 18. Ask—What are some other things someone with autism might do?

 

 19. What are some things you like to do?

 

 20. Turn to page 5

 

 21. Ask—Is autism scary?

 

 22. Ask—Is someone with autism a person just like me or you?

 

 23. Turn to page 6

 

 24. Ask—What are some things you like to change around you to help you to focus?

 

 25. Turn to page 7

 

 26. Ask—Is it ok for some people to need more help than others?

 

 27. Ask—Can we be friends with someone with autism?

 

 28. Read conclusion

 

 29. Say “Autism isn’t something to be scared of. Everyone is different and people with autism are just like everyone else.”

 

Number Observed

 
  1. Procedural Fidelity Key: √ = correct instructor behavior
  2. Procedural Fidelity = (Number Observed / 29) X 100
  3. Procedural Fidelity Score: ________%

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Scheil, K.A., Bowers-Campbell, J. & Campbell, J.M. An Initial Investigation of the Kit for Kids Peer Educational Program. J Dev Phys Disabil 29, 643–662 (2017). https://doi.org/10.1007/s10882-017-9540-6

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  • DOI: https://doi.org/10.1007/s10882-017-9540-6

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