The Effects of Positive Peer Reporting as a Class-Wide Positive Behavior Support

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  • Author(s): Morrison, Julie Q.; Jones, Kevin M.
  • Language:
    English
  • Source:
    Journal of Behavioral Education. Jun 2007 16(2):111-124.
  • Physical Description:
    PDF
  • Publication Date:
    2007
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: [email protected]; Web site: http://www.springerlink.com
    • Peer Reviewed:
      Y
    • Source:
      14
    • Subject Terms:
      Positive Reinforcement; Interpersonal Competence; Peer Relationship; Behavior Modification; Peer Influence; Program Effectiveness; Classroom Environment; Student Behavior
    • Accession Number:
      10.1007/s10864-006-9005-y
    • ISSN:
      1053-0819
    • Abstract:
      School-wide, selective, and individual positive behavioral supports are critical elements of a comprehensive, tiered model of service delivery. Positive peer reporting (PPR) involves brief, highly structured sessions during which peers are provided the opportunity to praise the behavior of target students. PPR procedures were modified in this study to provide all children in a classroom the opportunity to provide or receive peer praise. The effects of class-wide PPR on teacher-recorded critical events were evaluated using a multiple baseline design across two classrooms. Results indicated marginal improvement across the two settings, as well as supplemental measures of behavior outside of the classroom and class-wide sociometric nominations. Implications for future research and emerging models of school-wide PBS are discussed.
    • Abstract:
      Author
    • Publication Date:
      2008
    • Accession Number:
      EJ784969