The negative interactions of a mildly retarded child, Dennis, were reduced in three daily recess periods, with the use of a point system. Adult monitors initiated the intervention in the morning recess; reductions achieved during adult monitoring were maintained in that recess during two subsequent conditions: peer monitoring and self-monitoring. Dennis' negative interactions were reduced next in the afternoon recess by peer monitors. Again, reductions were maintained during a subsequent self-monitoring condition. Finally,
Three 7-year-old boys with histories of negative interactions were appointed to monitor individual dassmates 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 use of peers as behavior change agents has become increasingly popular in applied behavior analysis. Typically, able classmates are trained to intervene with children who are socially or academically deficient (cf. Strain, 1981). In addition to desirable changes noted in the children who receive the intervention, improvements have been observed occasionally in the children who implement the intervention (e.g., Dineen, Clark, & Risley, 1977;Dougherty, Fowler, & Paine, 1985;Drabman, 1973).For instance, in a study by Dougherty et al. (1985), the negative interactions of four mildly retarded children were reduced to near zero rates during daily morning and afternoon recesses in which these children monitored a mildly retarded classmate's negative peer interactions. The positive effects noted with the four monitors were replicated The research was supported by grant MH-2041 1-14 from the National Institute of Mental Health. We gratefully acknowledge Hill Walker for his generous donation of the RECESS program and expert advice, and Donald M. Baer and Trudilee G. Rowbury for their consultation throughout the course of this study. Finally, appreciation is expressed to personnel in the Lawrence, Kansas, school district for their enthusiastic cooperation throughout the study.Requests for reprints may be directed to Susan A. Fowler, Dept. of Human Development, 130 Haworth Hall, University of Kansas, Lawrence, Kansas 66045. with the classmate when the boy was appointed to monitor another dassmate during the previously untreated noon recess. Sample data collected with the four monitors during the morning and afternoon recesses suggested that some of them may have generalized their improvements to sessions in which they were not assigned to monitor. Our research sought to determine if appointment to the role of intervention agent will routinely promote positive behavior changes in children with problem behaviors and if these changes are likely to maintain or generalize to untreated sessions or settings. METHOD SubjectsThree 7-year-old boys, enrolled in a regular first grade class, were selected by their teacher for participation because they frequently engaged in disruptive behavior during recess. Screening observations verified the teacher's report. Chuck, who previously attended a program for children with severe behavior problems, was assigned to his current school so that he could attend a resource room for social adjustment and learning problems, if needed. Bob and Adam were slow learners and received special services for approximately 30 min 437 1986, 199 437-444 NUMBER4 (wiNm 1986
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