Peer Relations/Working with Others

Instructional Strategies

  • Ensure that cooperative learning includes: positive interdependence, face-to-face promotive interaction, individual and group accountability, opportunities for interpersonal skills. group processing. Teach interpersonal skills: communication leadership, developing trust, decision making, conflict resolution.
  • Keep cooperative groups to 3-4 students.
  • Create situations in which the student must interact with others. Scaffold the task and interaction.
  • Establish group roles and ask the student what role he/she would like to fill.
  • Establish routines and expectations for dealing with interpersonal conflict.
  • Establish a behavior/participation contract with the student that explicitly details expectations and reinforcement for meeting the conditions of the contract.
  • Teach students a variety of ways to resolve conflict.
  • Allow a student to be present during group activities, but do not require active participation.
  • Allow the student to make choices related to working with others: what, where, with whom, etc.
  • Ensure the student can be successful with the task/concept independently and individually before requiring this in a group.
  • Work with the student to develop a personal cue to alert the teacher that he/she is having a problem with a peer or with a group.
  • Utilize a structured check in-check out (CICO) procedure (see link to google drive with resources at bottom of video)


  • Avoid tasks that have a competitive aspect to them.
  • Allow the student to choose with whom he/she will work.
  • Allow the student an “opt out” from group/partner work under pre-established conditions.
  • Vary seating, partnerships, and groupings.

Additional Resources

Focus Area/Sample SMART Goal/Sample Tier 2 Intervention Plan:

Focus Area

Sample SMART Goal

Sample Tier 2 Intervention Plan

Peer relations

Student will improve in her ability to work collaboratively with a group (e.g. 

discussing what goal needs to be achieved with group, deciding what her role is, giving and accepting help with peers, following rules and sharing materials, giving praise to others in group) to successfully complete a task from 0/5 times to ⅗ times as measured by observation by June 2020.

Provide roles for students to use when working in a group. Beforehand, determine which role is the one the student can most successfully fulfill. Teach any components of completing the role. Provide a cue card to the student to guide that role (e.g. if time keeper, student may be cued to write down the start and end times and then set a timer for every five minutes to ensure he/she is monitoring throughout). Coach in as necessary.

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