Functional mediators are cues or prompts that are used to teach a new skill/behavior and can be easily transferred across different settings where the skill/behavior is used. This assists the student in being able to generalise his/her learning. For example, teaching the student to use a quiet voice using a rules card (functional mediator) in the classroom and using the same rule card (functional mediator) in the library.
The 4 types of functional mediators are described as:
- physical stimuli (such as rules cards across settings)
- social stimuli (such as peers who are in both settings and can provide peer mediated intervention. See the
peer mediated intervention factsheet.
- self-mediated physical stimuli (such as a self-monitoring sheet). See the
self-management factsheet.
- self-mediated verbal stimuli (such as the student reminding themselves of the rules and consequences before going into a new environment).
Using the strategy
Planning
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Identify the behaviour/skill to teach. This would be a skill or behaviour that applies to multiple contexts e.g. quiet voice inside, walking feet. Spend time observing what behaviours student/s find difficult to remember. Are these behaviours used in different contexts at school?
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Select the functional mediator. This has to be transportable from context to context (e.g. rule card, peer).
Implementation
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Using the functional mediator (e.g. rule card – quiet voice) teach the behaviour in the classroom.
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Reinforce the student’s behaviour with specific praise (e.g. Jordan, you are following the rule card quiet voice. Great job).
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Take the functional mediator to the
new environment (e.g. library). Show this to the student.
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Immediately reinforce the student as soon he/she engages in the desired behaviour/skill (e.g. Jordan, you are following the rule card quiet voice. Great job).
Age group
This is appropriate for the following age groups:
- preschool
- P–2
- 3–6
- high school.
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