Self-monitoring strategy with a cross-age peer mentoring component for the disruptive behaviors of young students with emotional and behavioral disabilities
Date
2016
Authors
McLaurin, Trent
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Students receiving special education services for an emotional and/or behavioral disorder (EBD) have shown minimal gains academically and behaviorally in longitudinal studies conducted since the 1980’s (Bradley, Doolittle, & Bartolotta, 2008). The purpose of this study was to investigate the functional relation of a self-monitoring strategy with a cross-aged peer-mentoring intervention on the disruptive behaviors of elementary students with EBD who struggle to regulate their behaviors in the classroom. This study used a multiple-baseline across participants and changing conditions combined design to investigate the functional relation of self-monitoring with a cross-age peer mentor component for students with EBD. The results from this study did not indicate a functional relation between the use of a self-monitoring checklist and the use of a self-monitoring checklist with a cross-age peer mentoring component. However, there were promising components to continue to build on intervention research for students with EBD.
Description
Keywords
Special education, Education, African-American, EBD, Emotional disabilities, Peer-mentoring, Self-monitoring, Special education