TRACKS will assist staff by having peers assist and interact with children with social challenges rather than adults including them or programming for them separately. It is often reported that staff have more opportunities for other activities with this approach and they learn social skills. At the beginning, TRACKS can be more work up-front, since training for the peers needs to occur, followed by prompting through peers, or helping peers integrate the skills in natural  activities. This is the same for all peer-mediated strategies as shown below:

TRACKS should be utilized across all areas of the day. The key is to train as many peers in the beginning as possible, before the  activities begin. Then, as the natural progression of the camp/school year occurs, TRACKS strategies can be used to include all children with social challenges and special needs by the peers across all activities, including meals, transitions, and down time. 

How do I get other staff involved with TRACKS?

Often, the biggest key to demonstrate the success to other staff is for them to see the effectiveness of peers helping peers. Once peers are trained and are assisting children with social challenges, with little adult support, and in more age-appropriate manners, others immediately buy-in. Staff see the social skills of the identified campers increasing, naturally, and taught by their peers. 

How do I get children involved with TRACKS?
There are five main phases of TRACKS that children proceed through in order to learn about TRACKS and for staff to facilitate the process. Complete the  online training for access to more information and free resources.

1.     Introduction to the Camps on TRACKS program

2.     Reward Systems

3.     Camper Awareness

4.     Teaching TRACKS

5.     Prompting Through Peers

Parents:
How is TRACKS going to help my child?

TRACKS is a peer-mediated approach so that all children are taught skills to assist in modelling, teaching, and prompting children with special needs and other social challenges to use age-appropriate social skills in natural camp activities. Therefore, peers will be including your child, asking them to join activities, and initiating conversation. Often when peers are taught how to interact and assist, rather than just be physically included with children with disabilities, they are the best ‘teachers.’ Peers are more effective social skill models as well, as their skills are much more age-appropriate than when adults teach these same social skills, and the skills generalize easier into the natural environment rather than an adult teaching the skill and hoping it generalizes in the activities with peers.

Are other kids or staff going to find out what my child is diagnosed with through this program?

This is up to each parent and staff team.TRACKS is designed to be run with no identifying information about any one child or any one diagnosis. The curriculum is designed to discuss unique similarities and differences in all children—not just focusing on disabilities (i.e., height, favourite activities, hair color, etc), and more so on the skills to interact and help any one in the group. However, at times, knowing why your child may do something may be helpful for peers to include him/her/they. In addition, at times, knowing how to use a communication system that your child uses or knowing when and how to bring them into the group may be helpful. This can be done while prompting through peers, but specific teaching from the adults to the peers may be done around these areas if parents and staff choose.