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Peer-Assisted Learning and Positive Peer Reporting Among High School Students with Emotional and Behavioral Disorders.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Peer-Assisted Learning and Positive Peer Reporting Among High School Students with Emotional and Behavioral Disorders./
Author:	Carter, Devon.
Description:	1 online resource (96 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
Contained By:	Dissertations Abstracts International84-02B.
Subject:	Behavioral sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29206865click for full text (PQDT)
ISBN:	9798837527548

Peer-Assisted Learning and Positive Peer Reporting Among High School Students with Emotional and Behavioral Disorders.
Carter, Devon.

Peer-Assisted Learning and Positive Peer Reporting Among High School Students with Emotional and Behavioral Disorders. - 1 online resource (96 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: B.

Thesis (Ph.D.)--Lehigh University, 2022.

Includes bibliographical references

Students who are labeled as having an emotional and/or behavioral disorder (EBD) have poorer academic performance and social behaviors compared with all other disability groups, as well as students without disabilities. Thus, intervention in multiple areas is needed. The current study evaluated a multi-component approach to an intervention that simultaneously aimed to improve social behavior and academic engagement among high school students with EBD. The effects of peer assisted learning (PAL) and positive peer reporting (PPR) on positive social behavior and academic engagement were evaluated. Participants were six high school students who attended an alternative school for students with emotional and behavioral problems. The intervention resulted in increases in engagement, although ceiling effects were observed during baseline. The intervention also resulted in a reduction in disruptive behavior and an increase in positive social behavior. Effect sizes across all dependent variables were no/weak to moderate. This research provides support that multi-component interventions can be effective for high school students with EBD in improving their academic engagement and positive social behavior. Teacher data indicated the intervention was moderately feasible.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798837527548Subjects--Topical Terms:

529833
Behavioral sciences.
Subjects--Index Terms:

Peer-assisted learningIndex Terms--Genre/Form:

542853
Electronic books.

Peer-Assisted Learning and Positive Peer Reporting Among High School Students with Emotional and Behavioral Disorders.
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538 $a Mode of access: World Wide Web
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