The article I found is titled, "Mainstreaming Students with Behavior Disorders: The Use of Classroom Peers as Facilitators of Generalization." This article discussed interventions in the classroom for students with emotional/behavior disorders. The interventions the article discussed were self-evaluation procedures, peer-mediated interventions, and a combination of the two.
The topic I enjoyed the most about this article was the emotional/behavior disorder classroom intervention that involved peers in the general education classroom. The teacher chooses a peer to be a positive role model for the student with the EBD. The positive role model helps the student monitor his/her behavior each day. This allows the student with EBD to have special attention they may be seeking, but also allows the teacher to continue with teaching. I like the approach because, from my experience, the students I have had with a behavior issue crave for friends and crave to be accepted by peers. I think that by pairing up a general ed student with a student that needs some extra help with behavior can really have a good outcome.
One factor that I would worry about is the peer relationship having the opposite outcome. I would worry that the student that was the positive role model, might be influenced by the student that is acting out or seeking attention. I think it is very important to choose a student that would not be influenced negatively and to discuss with that student his/her job and expectations and a peer mediator.
All in all, I really enjoyed reading this article and it was pretty interesting. I wish it had discussed more ways of intervention for students with EBD.
DuPual, G. J., & McGoey, K. E. (1997). Mainstreaming students with behavior disorders: The use of classroom peers as facilitators of.. School Psychology Review, 26(4), 634.
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ReplyDeleteThis sounds like an interesting article. I share your concern about the pairing having a reverse affect. I suppose there would have to be a thorough consideration for an appropriate mentor who is a good role model as well as responsible enough to understand the weight of being a mentor. I agree that this could give the student with EBD the attention he or she desires, while still modeling appropriate behavior. Another concern I would have is whether the mentor would become a crutch for the other student and detract from the mentor's own work or performance. I think I would need more on the subject before trying to implement this in a class.
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