Improving the Social Status of Peer-Rejected Youth with Disabilities: Extending the Research on Positive Peer Reporting

Autor/inn/en	Bowers, Frank E.; Jensen, Marcia E.; Cook, Clayton R.; McEachern, Amber D.; Snyder, Tara
Titel	Improving the Social Status of Peer-Rejected Youth with Disabilities: Extending the Research on Positive Peer Reporting
Quelle	In: International Journal of Behavioral Consultation and Therapy, 4 (2008) 3, S.230-246 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-7855
Schlagwörter	Social Status; Intervention; Behavior Disorders; Rejection (Psychology); Emotional Disturbances; Peer Acceptance; Risk; Generalization; Maintenance; Residential Programs; Outcomes of Treatment; Functional Behavioral Assessment; Youth; Disabilities + Suchen Sie Ihr Suchwort? Sozialer Status; Ablehnung; Gefühlsstörung; Risiko; Sozialer Wohnungsbau; Jugend; Jugendlicher; Jugendalter; Handicap; Behinderung
Abstract	Peer rejection is a common experience for youth with emotional and behavioral disabilities and it is associated with increased risk of negative short- and long-term outcomes. There is a high premium on interventions that can improve the social status and functioning of these youth. Positive Peer Reporting (PPR) is a behavior analytic intervention designed to increase the social status of peer-rejected youth. Although several studies have demonstrated the efficacy of PPR, it is unclear whether the positive effects generalize to other settings and/or maintain after the intervention is withdrawn. This study provides preliminary support for the generalization and maintenance of PPR effects in a residential treatment program and highlights factors that may mitigate the effectiveness of PPR. (Contains 6 figures and 6 tables.) (As Provided).
Anmerkungen	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10