Abstract
Three 7-year-old boys with histories of negative interactions were appointed to monitor individual classmates during daily noon recess. As monitors, the boys awarded points to their classmates for playing appropriately and, on rare occasions, withdrew a point for negative interactions. The three boys immediately decreased their own rates of negative interactions during the sessions in which they were appointed as monitors. Two of the boys concomitantly increased their rates of positive interactions. Their reductions in negative interactions were not maintained during reversals and did not clearly generalize to the morning or afternoon recess periods. Subsequent appointment of the boys as peer monitors during the morning recess produced similar improvements in their behavior. Results suggest that appointment to the role of peer monitor may itself function as an intervention.
Full text
PDF
Selected References
These references are in PubMed. This may not be the complete list of references from this article.
- Carden Smith L. K., Fowler S. A. Positive peer pressure: the effects of peer monitoring on children's disruptive behavior. J Appl Behav Anal. 1984 Summer;17(2):213–227. doi: 10.1901/jaba.1984.17-213. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Dineen J. P., Clark H. B., Risley T. R. Peer tutoring among elementary students: educational benefits to the tutor. J Appl Behav Anal. 1977 Summer;10(2):231–238. doi: 10.1901/jaba.1977.10-231. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Dougherty B. S., Fowler S. A., Paine S. C. The use of peer monitors to reduce negative interaction during recess. J Appl Behav Anal. 1985 Summer;18(2):141–153. doi: 10.1901/jaba.1985.18-141. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Strain P. S., Odom S. L. Peer social initiations: effective intervention for social skills development of exceptional children. Except Child. 1986 Apr;52(6):543–551. doi: 10.1177/001440298605200607. [DOI] [PubMed] [Google Scholar]