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ERIC Number: EJ784969
Record Type: Journal
Publication Date: 2007-Jun
Pages: 14
Abstractor: Author
Reference Count: 0
ISSN: ISSN-1053-0819
The Effects of Positive Peer Reporting as a Class-Wide Positive Behavior Support
Morrison, Julie Q.; Jones, Kevin M.
Journal of Behavioral Education, v16 n2 p111-124 Jun 2007
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A