Self-monitoring strategy with a cross-age peer mentoring component for the disruptive behaviors of young students with emotional and behavioral disabilities

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dc.contributor.advisorRegan, Kelley
dc.contributor.authorMcLaurin, Trent
dc.creatorMcLaurin, Trent
dc.date.accessioned2017-01-29T01:14:56Z
dc.date.available2017-01-29T01:14:56Z
dc.date.issued2016
dc.description.abstractStudents 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.
dc.format.extent143 pages
dc.identifier.urihttps://hdl.handle.net/1920/10570
dc.language.isoen
dc.rightsCopyright 2016 Trent McLaurin
dc.subjectSpecial education
dc.subjectEducation
dc.subjectAfrican-American
dc.subjectEBD
dc.subjectEmotional disabilities
dc.subjectPeer-mentoring
dc.subjectSelf-monitoring
dc.subjectSpecial education
dc.titleSelf-monitoring strategy with a cross-age peer mentoring component for the disruptive behaviors of young students with emotional and behavioral disabilities
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelPh.D.

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