Intervention Models in Eduycation

Review incidental teaching, milieu teaching, pivotal response treatment, video modeling, and peer-mediated instruction. How can these intervention models be used to teach social skills? Provide an example for each

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Response to student Disscussion Question: (JK) According to the Barton & Harn text, incidental teaching, milieu teaching, and pivotal response treatment are naturalistic teaching methods that promote an increase in social skills acquisition. They are “…derived primarily from behavioral-based methods and have the following common elements: (a) the approach is child-led or child-initiated, as opposed to instructor-led; (b) the focus is on the child’s interest; (c) instruction is embedded or interspersed in the naturally occurring environment; and (d) natural reinforcers are delivered that relate to the child’s communicative act” (as cited in Barton & Harn, 2012).Video modeling is more about modeling and imitating demonstrations of behaviors, and peer-mediated instruction (once taught to typically developed peers) takes the prompting and maintaining of social interactions slightly from the teacher’s hands and places it on a peer who then socially interacts with ASD students in natural settings to increase generalizing and positive interactions (Barton & Harn, 2012).


Incidental teaching: At snack time, teacher arranges the environment to practice greeting peers, requesting items (the snack) and exchanging materials with appropriate prompts.

Milieu teaching: Student points to book on shelf- teacher models with making eye contact, looking quizzical, waiting and then prompting “would you like to read a book?”

Pivotal response treatment: Teacher uses a pop-up book of high interest to teach the question-asking skill of “what happened/what’s happening?” when tabs are pulled for the pop-up pictures.

Video modeling: ASD student watches a 1stperson perspective video of a young person going up to another young person on the playground, asking them to play on the swings with them and subsequently continuing that social interaction.

Peer-mediated instruction: Planned activity- making Mother’s Day cards. Teacher has explained to trained peer that they will be helping ASD student to make Mother’s Day cards and will be focusing on taking turns with materials, asking for assistance when needed and reciprocating conversation. Teacher monitors and offers feedback and prompting to peer and ASD student as needed for facilitation.


Barton, E. E., & Harn, B. (2012). Educating young children with autism spectrum disorders. Thousand Oaks, Calif: Corwin.