NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED439871
Record Type: Non-Journal
Publication Date: 2000-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Peer-Delivered Self-Monitoring Strategies on the Participation of Students with Disabilities in General Education Classrooms.
Gilberts, Guy H.
Five severely disabled middle school students received peer training in self-monitoring their classroom behaviors. Teachers chose 11 target behaviors to increase student participation in the general education classroom. Each participating student was assigned a nondisabled eighth-grade peer tutor who received 8 weeks of training in delivery of praise, positive reinforcement, error correction, and data collection. Peer tutors discussed with their participating students how the students would learn to keep track of their own behaviors. Peer tutors gave examples of target behaviors; taught participating students to use the self-recording sheet; and provided feedback, encouragement, and praise. Training was discontinued when appropriate self-recording was demonstrated, with 80 percent agreement between tutor and student, and reinstituted when agreement dropped below 80 percent. After training began, correct student performance of target behaviors rose dramatically. These gains continued through the maintenance condition without retraining for two students and with only two retraining sessions for the other three students. No problems were encountered that related to student ability to self-monitor or peer tutors' delivery of training. All students reported that their "fit" in the classroom improved after they learned to self-monitor. The findings confirm that peer tutors can effectively deliver instruction and that students with severe disabilities can learn to take control of their actions and increase their participation in inclusive settings. (SV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A