Effects of Positive Peer Reporting (PPR) on Social Acceptance and Negative Behaviors among Peer-Rejected Preschool Children

Autor/inn/en	Smith, Shelia M.; Simon, Joan; Bramlett, Ronald K.
Titel	Effects of Positive Peer Reporting (PPR) on Social Acceptance and Negative Behaviors among Peer-Rejected Preschool Children
Quelle	In: Journal of Applied School Psychology, 25 (2009) 4, S.323-341 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
Schlagwörter	Early Intervention; Disadvantaged Youth; Preschool Children; Peer Acceptance; Interpersonal Competence; Rejection (Psychology); Behavior Problems; Peer Mediation; Peer Relationship; Program Effectiveness; Effect Size + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Ablehnung; Peer Group; Mediation; Peer-Beziehungen
Abstract	Positive peer reporting (PPR) is a peer-mediated intervention that involves teaching and rewarding peers for providing descriptive praise during structured daily sessions. PPR has been used in residential facilities to improve social acceptance, increase prosocial behaviors, and decrease negative interactions of youth identified as peer rejected. Few studies have evaluated the use of PPR in general education classrooms with younger students. The purpose of this investigation was to evaluate the effectiveness of PPR with preschool children. PPR was implemented in Head Start classrooms in order to evaluate its effectiveness in improving social acceptance and decreasing negative behaviors of three children who were identified as being peer rejected. An ABA multiple-baseline, across-participants design with a followup probe was used to evaluate the effectiveness of PPR. For 2 of the 3 children, PPR reduced the negative behaviors in the classroom setting. One week of PPR also increased the social acceptance ratings of 1 of the 3 children with a moderate effect size. The findings suggest that PPR may be a time-efficient and promising intervention to improve peer relations in preschool settings. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10