A Systematic Review of Peer-Mediated Interventions on the Academic Achievement of Students with Emotional/Behavioral Disorders

Dunn, Michelle; Shelnut, Jill; Ryan, Joseph B.; Katsiyannis, Antonis

doi:10.1353/etc.2017.0022

Cited by 24 publications

(24 citation statements)

References 41 publications

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“…In this sense, we agree with other studies that highlight the importance of learning strategies (Preckel and Brunner, 2015;Dunn et al, 2017;Hincapie et al, 2018;Karrera et al, 2019), or the teaching methodology used (Nath, 2012;Payandeh-Najafabadi et al, 2013) in the improvement of academic performance. Consequently, we are able to demonstrate how important it is for the school to improve performance and overcome inequalities as indicated by Ainscow (2005), Arnaiz et al (2018), Flecha and Buslon (2016), Madigan et al (2016), and Murillo (2005).…”

Section: Discussionsupporting

confidence: 93%

“…Contextual variables have also been highlighted as important predictive factors in academic performance (Jeynes, 2010;Zuffianò et al, 2013). Notable among them is the orientation to learning goals (Hsieh et al, 2007), learning strategies (Preckel and Brunner, 2015;Veas et al, 2017), popularity (Schwartz et al, 2006), adaptation to the school context (McCoach and Siegle, 2003), early attention (Franco et al, 2017), the use of methodologies such as peer mentoring (Durán and Vidal, 2004;Dunn et al, 2017), the participation of families in the school (Wilder, 2014), or the relationships established between students and teachers (Ramberg et al, 2019). Hincapie et al (2018) relate academic performance to teaching methodology.…”

Section: Introductionmentioning

confidence: 99%

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Schools That Promote the Improvement of Academic Performance and the Success of All Students

et al. 2020

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The movement for effective schools and school improvement has enjoyed a long history, at both the theoretical and practical level. The contextual variables focused on the educational process of the classrooms have been identified in numerous investigations, concluding that the improvement of academic performance is a key element of the movement. The main objective of this research is focused on verifying the effectiveness of the treatment based on collaborative/cooperative learning methodologies and projects to improve the linguistic and mathematical competence as an enhancing element of academic performance. The sample consists of 228 students belonging to two public schools located in the city of Murcia (Spain), selected through judgmental or discretionary sampling. A quasi-experimental design with pretest and post-test and control group was employed, verifying the effectiveness of the treatment, and how it influences the improvement of the academic performance of the students in the experimental group. It concludes by pointing out the importance of learning strategies and applied teaching methodologies, understanding both within the conglomerate of process factors in the improvement of academic performance.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Schools That Promote the Improvement of Academic Performance and the Success of All Students

et al. 2020

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“…These data suggest that middle and high school students, if trained and provided with feedback as needed, may be able to collect treatment‐integrity data in the absence of school psychologists. It is quite common for students to participate in the intervention process; however, their role is usually as a behavior change agent (e.g., Dunn, Shelnut, Ryan, & Katsiyannis, 2017). In this study, our data suggest that students are capable of taking on an assessment role within the context of a class‐wide behavior intervention.…”

Section: Discussionmentioning

confidence: 99%

Multi‐informant assessment of treatment integrity in the classroom

Dart

Collier‐Meek

Chambers

et al. 2020

Psychology in the Schools

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Assessing the degree to which interventions are implemented in school settings is critical to making decisions about student outcomes. School psychologists may not be available to regularly conduct observations of intervention implementation, however, their data may be used alongside other methods for multi‐informant assessment. Teacher self‐report is a commonly used and feasible assessment method. Students have been trained to implement interventions with their peers in instances where traditional adult interventionists were unavailable. This exploratory study investigated the accuracy with which classroom teachers and middle and high school students assessed implementation of the Good Behavior Game and the impact of performance feedback on their accuracy. Results indicated that most students and teachers were able to provide accurate assessments of treatment integrity compared to researcher direct observation; however, some required performance feedback to do so. These findings suggest that multi‐informant assessment may be a feasible and accurate way for school psychologists to collect formative treatment‐integrity data in the classroom. Limitations and future directions are discussed.

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“…Peer-mediated reading interventions have been generally effective for students with disabilities, including students with or at risk of EBD (Dunn et al, 2017; Farley et al, 2012). Peer-mediated reading interventions are broadly considered a set of intervention procedures that involve teaching pairs, or small groups of students, to read orally, provide feedback, and question each other to promote active engagement and practice with reading and understanding text (Ryan et al, 2008).…”

Section: Reading and Behavior: Putting It All Togethermentioning

confidence: 99%

Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

2020

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Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.

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A Systematic Review of Peer-Mediated Interventions on the Academic Achievement of Students with Emotional/Behavioral Disorders

Cited by 24 publications

References 41 publications

Schools That Promote the Improvement of Academic Performance and the Success of All Students

Schools That Promote the Improvement of Academic Performance and the Success of All Students

Multi‐informant assessment of treatment integrity in the classroom

Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

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