2:00-3:00 PM Eastern, Thursday, May 14, 2026

Training Teachers to Use FLIP Recess to Improve Social Competence

Sara Martin

Recess often presents missed opportunities for students with significant disabilities to build social competence and peer relationships. This single-case design study examined the effects of a combined peer-mediated and social skills video-modeling instruction intervention for four middle school students with significant disabilities. The intervention included video modeling with same-aged peers demonstrating individualized social skills and a peer buddy network intervention at recess. Results showed notable increases in peer interactions and play for all four students. Teachers, students, and peers reported positive experiences with the intervention.

By the end of the session, participants will be able to:

• Describe social challenges faced by middle school students with significant disabilities during recess that necessitate targeted interventions
• Explain the implementation of a video modeling and peer-mediated intervention package designed to support social engagement
• Analyze the outcomes of a single-case design study
• Discuss practical strategies and stakeholder feedback to inform implementation of similar interventions in inclusive educational settings

Sara Martin is a doctoral candidate in Special Education at The Ohio State University. Her research focuses on improving inclusive educational opportunities for students with extensive support needs. She studies peer-mediated interventions, paraeducator training, and educational systems that shape meaningful participation, belonging, and learning in inclusive classrooms.