The Effects of Positive Peer Reporting as a Class-Wide Positive Behavior Support

Positive Peer Reporting in the Classroom: a Review of Intervention Procedures

“…By administering simple rating or ranking forms to participants, researchers can determine individual youths' social standing compared to peers. Research findings support PPR's effectiveness in increasing peer acceptance (Ervin et al 1998;Jones et al 2000;Morrison and Jones 2007) and in decreasing teacher-reported incidents of disruptive behavior in the classroom (Cihak et al 2009;Morrison and Jones 2007).…”

“…The theory and basic structure of PPR has direct applicability to standards for positive behavior support delineated by the Individuals with Disabilities Education Act (IDEA 2004;Morrison and Jones 2007). According to the current "threetiered model of behavioral supports," the intensity of an intervention should be matched to the severity of the behavior problem, including primary or universal strategies (considered to be effective in preventing behavior problems for 80-90 % of students), secondary targeted intervention efforts, and tertiary or intensive individual support for students with the most severe problems (Sugai et al 2000).…”

“…Grieger et al (1976) first described rewarding children who were recipients of praise during daily sessions (e.g., a classmate reported something "friendly" they had done on the playground) by allowing them to wear a happy face badge for the remainder of the day. Morrison and Jones (2007) provided both the praise reporter and recipient with a candy or sticker. Sherman (2012) also rewarded both the reporter and recipient with tokens.…”

“…In many cases, materials adapted from teacher resource websites were used in training and displayed either as posters or on blackboards throughout the intervention (Wright 2002). Several studies included scripts used by teachers or researchers to introduce PPR to students, but these were specific to each study rather than for general application (Chenier 2010;Morrison and Jones 2007;Sherman 2012;Wilson et al 2001). In studies in which teachers were responsible for leading or co-leading PPR, researchers sometimes report distributing printed educational materials to teachers in a folder during a teacher training session (Chenier 2010;Murphy 2013).…”

“…Several variations of visual progress displays have been described in the PPR literature, including cotton balls in a jar (Ervin et al 1998;Murphy 2013), an icon climbing a ladder (Cashwell et al 2001;Morrison and Jones 2007;Skinner et al 2000), and bricks on a pyramid (Hoff and Ronk 2006). Lyons (2004) implemented a creative reward display for a PPR intervention in four classrooms of students grades K-1st that incorporated paper stars in a night sky, with a sky full of stars representing a completed goal.…”