Peer Prompting and Reinforcement for Supporting Positive Behavioral Development in Students with EBD

Autor/inn/en	Wang, Jing; Maggin, Daniel M.; Zarate, Kary
Titel	Peer Prompting and Reinforcement for Supporting Positive Behavioral Development in Students with EBD
Quelle	In: Beyond Behavior, 31 (2022) 2, S.125-135 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zarate, Kary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
DOI	10.1177/10742956211022045
Schlagwörter	Peer Influence; Intervention; Emotional Disturbances; Behavior Disorders; Student Behavior; Prompting; Elementary School Students; Peer Relationship; Role Playing; Program Effectiveness; Positive Reinforcement + Suchen Sie Ihr Suchwort? Gefühlsstörung; Student behaviour; Schülerverhalten; Benutzerführung; Peer-Beziehungen; Rollenspiel
Abstract	Peer-mediated interventions (PMIs) are an effective support for students with emotional and behavioral disorders (EBD) for improving targeted behavioral skills. As one of the most important strategies in PMI, peer prompting and reinforcement (PR) provides an effective approach for developing and maintaining positive behavior. This article provides practitioners serving elementary school students with and/or at risk for EBD with a step-by-step process for implementing PMI using PR strategy, including steps for intervention intensification when data suggest that as a path forward. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01