The Effects of a Daily Behavior Report Card Intervention: Inclusion of a Peer Mediator

Autor/inn/en	Canfield, Deanna; Cividini-Motta, Catia
Titel	The Effects of a Daily Behavior Report Card Intervention: Inclusion of a Peer Mediator
Quelle	In: Journal of Behavioral Education, 31 (2022) 3, S.614-634 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cividini-Motta, Catia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09416-z
Schlagwörter	Report Cards; Student Behavior; Behavior Problems; Intervention; Peer Mediation; Time; Reinforcement; Program Evaluation + Suchen Sie Ihr Suchwort? Berichtszeugnis; Student behaviour; Schülerverhalten; Peer Group; Mediation; Zeit; Positive Verstärkung; Programme evaluation; Programmevaluation
Abstract	Daily Behavior Report Cards (DBRCs) have been found to decrease disruptive behaviors of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders, and typically developing students. However, although previous studies indicate that peers can assist with the implementation of a variety of interventions (e.g., Check in check out), teachers are often the implementer of DBRCs. In addition, it appears that no studies evaluating DBRCs have included a functional assessment. Thus, the purposes of this study were to assess the effects of a peer-mediated DBRC on disruptive classroom behaviors, determine whether peers could implement their portion of the intervention procedures with high integrity, and assess whether DBRC was effective independent of the functional reinforcer for disruptive behavior. In this study, peer-mediated DBRC led to a decrease in disruptive behavior and an increase in on-task behavior for all three target students who were at risk for EBD. The peer mediators also implemented the DBRC procedures with high integrity. Furthermore, DBRC was effective at suppressing disruptive behavior independent of their presumed functional reinforcer. However, it does appear that different portions of the intervention likely addressed the hypothesized functions of problem behaviors of all three participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01