The Effects of a Peer-Mediated Positive Behavior Support Program on Socially Appropriate Classroom Behavior.

摘要: Abstract This study explored the results of aligning functional behavioral assessment (FBA) information with positive behavior support plans (PBS plans) designed consideration for teacher acceptability. The independent variable had three major components a package, including and planning (FBA), training (teachers, students, peers) student interventions plans). PBS included combination self-monitoring, teacher-peer mediated support, reinforcement praise token economy. Same age peers were used as change agents to mediate these that been 2 male third grade students who at-risk social academic failure. effects this package examined in relationship response class socially appropriate classroom behaviors. Single subject ABAB designs evaluate interventions. showed immediate, marked improvement their behavior; treatment gains maintained was thinned. Social validity measured by comparison normative sample same-aged subjectively teachers, participated. ********** Educators throughout United States work establish safe, secure, orderly schools, classrooms are conducive learning (Sugai & Horner, 2001; Utley, Kozleski, Smith, Draper, 2002; Young, Marchant, Wilder, 2003). However, increased bullying, aggression, rule infractions, defiance authority, disruptions, other forms antisocial prevalent which causes concern safety children (Lane, Gresham, O'Shaughnessy, Mayer, 1995; Walker, Colvin, Ramsey, Walker et al., 1998). Many trends manifest young people emotional disorders, impact not only schools but also faculty, staff, families (Algozzine Kay, Lane, 2002). One reflection is teachers administrators often report disruptive aggressive foremost challenge (Kauffman, Mostert, Trent, Hallahan, 1998; Rhode, Jenson, Reavis, 1992; Sylwester, feel insufficiently trained deal defiance, threats, bullying aggression they confronted each day (Artesani Mallar, frustration complicated when with, or those for, disorders placed inclusive settings where may have little expertise managing challenging problem 1995). In fact, issue inclusion, particularly inclusion along its challenges, has received considerable attention professional literature (Braatan, 1988; Hardman, Drew, Egan, Kauffman Lloyd, Intervening early show signs being providing additional services can do much avoid inappropriately placing special education (Hardman, Not aid success, help effectively them successful Teachers today seek intervention strategies problems--strategies effective feasible amount time, expertise, financial resources needed obtain (Mitchem 2001). time required implement strategy cited leading criterion selecting (Martens, Witt, Elliott, Darveau, 1985; Weigle, 1997). For an approach be accepted counselors, school psychologists, personnel, users must trust it produces results, "user friendly", time-efficient, requires limited training. …