The Effects of Peer-Assisted Learning on Disruptive Behavior and Academic Engagement

Autor/inn/en	Sinclair, Anne C.; Gesel, Samantha A.; Lemons, Christopher J.
Titel	The Effects of Peer-Assisted Learning on Disruptive Behavior and Academic Engagement
Quelle	In: Journal of Positive Behavior Interventions, 21 (2019) 4, S.238-248 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300719851227
Schlagwörter	Peer Relationship; Behavior Problems; Learner Engagement; At Risk Students; Students with Disabilities; Grade 8; Peer Teaching; Tutoring; Student Behavior; Reading Fluency; Intervention; Middle School Students; Behavior Disorders; Emotional Disturbances + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 08; 8. Schuljahr; Schuljahr 08; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Student behaviour; Schülerverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Gefühlsstörung
Abstract	Education researchers have recently called for the development of interventions to address the needs of students with or at risk of disabilities who exhibit co-occurring academic and behavioral needs. Teachers of these students frequently prioritize intervening on problem behavior rather than academics. However, addressing students' academic needs with interventions that change classroom environments may reduce problem behavior. This study examined the effects of a reciprocal peer-tutoring program on disruptive behavior and academic engagement. An A-B-A-B design was implemented in an eighth-grade intervention classroom receiving Tier 2 supports from a general educator, with one student who demonstrated frequent disruptive behavior and concomitant reading difficulty. Results support a functional relation between the intervention and changes in disruptive behavior and academic engagement. Implications for future research and practice are discussed. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06