The Effects of Positive Peer Reporting as a Class-Wide Positive Behavior Support
The Effects of Positive Peer Reporting as a Class-Wide Positive Behavior Support
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积极的同伴报告作为全班积极行为支持的效果
DOI：
10.1007/s10864-006-9005-y
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发表时间：
2007
影响因子：
2
通讯作者：
K. M. Jones
中科院分区：
文献类型：
--
作者：
Julie Q. Morrison;K. M. Jones
全校范围的、选择性的和个人的积极行为支持是全面的、分层的服务提供模式的关键要素。积极的同伴报告（PPR）包括简短的，高度结构化的会议，在此期间，同伴有机会表扬目标学生的行为。本研究对PPR程序进行了修改，以使课堂上的所有儿童都有机会提供或接受同伴表扬。班级范围内PPR对教师记录的关键事件的影响采用跨两个教室的多基线设计进行评估。结果表明，在两种情况下，以及课堂外行为的补充措施和班级范围内的社会计量提名，都有边际改善。讨论了未来研究的意义和全校范围内PBS的新模式。
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.