中学生情绪和行为障碍的积极同伴报告

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-05-03 DOI:10.1177/10534512221093784

Todd Haydon, Alana M. Kennedy, Meredith Murphy, J. Boone

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引用次数: 0

摘要

有破坏性行为问题的学生可能会导致课堂教学时间的损失，并可能引起同龄人的愤怒。然而，同龄人可以成为课堂上强有力的变革推动者。促进积极的同伴互动对患有情绪和行为障碍(EBD)的学生尤为重要。积极的同伴报告是促进亲社会行为和支持EBD学生的一种有效方法。积极同伴报告的使用通过增加亲社会行为来减少同伴之间的消极互动。本专栏回顾了关于该策略的文献，讨论了如何将其调整为最适合学生需求的方法，并提供了如何在应用环境中实现这些方法的指导和建议。

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Positive Peer Reporting for Middle School Students With Emotional and Behavioral Disorders

Students with disruptive behavior problems can contribute to loss of instruction time in the classroom and may cause irritation for peers. However, peers can serve as powerful change agents in the classroom. Promoting positive peer interactions is especially important for students with emotional and behavioral disorder (EBD). One effective approach to promote prosocial behaviors and support students with EBD is positive peer reporting. The use of positive peer reporting decreases negative interactions among peers by increasing prosocial behaviors. This column reviews the literature about this strategy, discusses the ways in which it can be adapted to best fit the needs of students, and provides guidance and recommendations for how to implement these approaches in an applied setting.

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.