Increasing the Social Involvement of Withdrawn Adolescents ...€¦ · Social Involvement: ••...

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Increasing the Social Involvement of Withdrawn Adolescents: Effects of Peer Praise Notes Julie A Peterson Nelson Julie A Peterson Nelson Julie A. Peterson Nelson Julie A. Peterson Nelson Paul Caldarella Paul Caldarella K Richard Young K Richard Young K. Richard Young K. Richard Young This research was funded in part by an OSEP Federal Grant (H324c030124)

Transcript of Increasing the Social Involvement of Withdrawn Adolescents ...€¦ · Social Involvement: ••...

Page 1: Increasing the Social Involvement of Withdrawn Adolescents ...€¦ · Social Involvement: •• Social engagement: any positive verbal or nonverbal Social engagement: any positive

Increasing the Social Involvement of Withdrawn Adolescents:

Effects of Peer Praise Notes

Julie A Peterson NelsonJulie A Peterson NelsonJulie A. Peterson NelsonJulie A. Peterson NelsonPaul Caldarella Paul Caldarella K Richard YoungK Richard YoungK. Richard YoungK. Richard Young

This research was funded in part by an OSEP Federal Grant (H324c030124)

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Outline•• Background LiteratureBackground Literature

•• Method Method

•• ResultsResults

•• DiscussionDiscussion

Literature Method Results Discussion

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Socially Withdrawn Students•• Research has shown Research has shown

that those students who that those students who are socially withdrawnare socially withdrawnare socially withdrawn are socially withdrawn or isolated have or isolated have difficulty learning difficulty learning appropriate socialappropriate socialappropriate social appropriate social conduct which places conduct which places them at risk for them at risk for difficulties later in lifedifficulties later in lifedifficulties later in life difficulties later in life ((OdenOden, 1980; Patterson, , 1980; Patterson, Reid, & Dishion,1992).Reid, & Dishion,1992).

Literature

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•• Students find interactions with withdrawn students to be Students find interactions with withdrawn students to be aversive or less rewarding than interactions with other aversive or less rewarding than interactions with other students students ((StormshakStormshak, et al., 1999)., et al., 1999).(( , , ), , )

•• Many students avoid interactions with students who have Many students avoid interactions with students who have behavior or emotional disorders behavior or emotional disorders (McDowell, 1988; Myerson & (McDowell, 1988; Myerson & H l 1984)H l 1984)Hale, 1984).Hale, 1984).

Literature

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Interventions•• One approach aimed to increase students’ socialOne approach aimed to increase students’ social•• One approach aimed to increase students social One approach aimed to increase students social

involvement is to design educational systems that involvement is to design educational systems that increase increase prosocialprosocial behavior, rather than simply aiming to behavior, rather than simply aiming to prevent antisocial behaviorprevent antisocial behavior ((WinetteWinette & Winkler 1972)& Winkler 1972)prevent antisocial behavior prevent antisocial behavior ((WinetteWinette & Winkler, 1972).& Winkler, 1972).

• Peer approval is a powerful• Peer approval is a powerful source of prosocial influence and may be an effective target for intervention (Skinner, et al., 2000).

Literature

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Peer Praise•• Positive Peer Reporting (PPR) provides students with Positive Peer Reporting (PPR) provides students with

an opportunity to verbally report their peers’ an opportunity to verbally report their peers’ prosocialprosocialbehaviors PPR has been shown to be effective inbehaviors PPR has been shown to be effective inbehaviors. PPR has been shown to be effective in behaviors. PPR has been shown to be effective in increasing the social interactions of withdrawn increasing the social interactions of withdrawn students students (Skinner, et al., 2002).(Skinner, et al., 2002).

•• PPR was effective in increasing the social PPR was effective in increasing the social involvement of three socially withdrawn children. involvement of three socially withdrawn children. yyPeers were a source of positive reinforcement for the Peers were a source of positive reinforcement for the prosocialprosocial behavior of atbehavior of at--risk children risk children ((MorozMoroz & Jones, & Jones, 2002).2002).

Literature

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Written Praise•• This study was a This study was a

replication of Nelson et al., replication of Nelson et al., 2008 which found that2008 which found that2008 which found that 2008 which found that Peer Praise Notes Peer Praise Notes increased the social increased the social interactions of withdrawn interactions of withdrawn students.students.

Literature

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Research Question

•• What are the effects of peerWhat are the effects of peer--written praise written praise notes on the social involvement of withdrawnnotes on the social involvement of withdrawnnotes on the social involvement of withdrawn notes on the social involvement of withdrawn middlemiddle--school students?school students?

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Method•• ParticipantsParticipants•• SettingSetting•• Experimental Design Experimental Design •• InterventionIntervention

Method

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Participants & Setting•• Two adolescents (7Two adolescents (7thth grade)grade)Two adolescents (7Two adolescents (7 grade) grade)

attending a middle school in the attending a middle school in the Western U.S.Western U.S.

•• Students were in 2 separateStudents were in 2 separate•• Students were in 2 separate Students were in 2 separate regular English classes and regular English classes and were selected by teacher were selected by teacher nomination and researchernomination and researchernomination and researcher nomination and researcher observation for low social observation for low social involvement. involvement. T ddi i l hT ddi i l h•• Two additional teachers Two additional teachers confirmed the target students’ confirmed the target students’ behavior in their classes as behavior in their classes as socially withdrawnsocially withdrawnsocially withdrawn. socially withdrawn.

Method

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–– Elaina was a Hispanic female. She was shy, but Elaina was a Hispanic female. She was shy, but often smiled at classmates and spoke briefly tooften smiled at classmates and spoke briefly tooften smiled at classmates and spoke briefly to often smiled at classmates and spoke briefly to peers when they talked to her, but did not initiate peers when they talked to her, but did not initiate interactions. She preferred to do homework during interactions. She preferred to do homework during P A ti it TiP A ti it TiPeer Activity Time. Peer Activity Time.

Carrie was a White female She rarely spoke toCarrie was a White female She rarely spoke to–– Carrie was a White female. She rarely spoke to Carrie was a White female. She rarely spoke to other students and peers seldom spoke to her. other students and peers seldom spoke to her. She did not smile or respond to classmates. She She did not smile or respond to classmates. She k t h h d d d i h k dik t h h d d d i h k dikept her head down, doing homework or reading a kept her head down, doing homework or reading a book during Peer Activity Time. Academically, book during Peer Activity Time. Academically, Carrie was a very good student. Carrie was a very good student. y gy g

Method

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Experimental Design

•• This was a singleThis was a single--subject multiplesubject multipleThis was a singleThis was a single subject multiple subject multiple baseline across subjects design baseline across subjects design

Method

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Intervention11 A h h l l l i hA h h l l l i h1.1. A researcher gave the class a lesson on peer relations then A researcher gave the class a lesson on peer relations then

announced that students would have a 15announced that students would have a 15--minute Peer Activity minute Peer Activity Time 3Time 3--4 days a week.4 days a week.

Students’ Peer Activity Time activities included:Students’ Peer Activity Time activities included:–– Listening to musicListening to music–– Talking to their friendsTalking to their friends–– Hanging out together in the back of the roomHanging out together in the back of the room–– Playing games alone or with others (e.g., Playing games alone or with others (e.g., JengaJenga, cards, , cards, y g g ( g ,y g g ( g , gg , ,, ,

domino’s, domino’s, hackysackhackysack, etc.), etc.)

22 Students were observed during Peer Activity Time for the purposeStudents were observed during Peer Activity Time for the purpose2.2. Students were observed during Peer Activity Time for the purpose Students were observed during Peer Activity Time for the purpose of selecting a target student in each class.of selecting a target student in each class.

Method

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33 T t t b ll t d t i d i t ti h t itT t t b ll t d t i d i t ti h t it3.3. Treatment began: all students received instruction on how to write a Treatment began: all students received instruction on how to write a Peer Praise Note and were asked to write two PPNs each day. Peer Praise Note and were asked to write two PPNs each day. Students received a checklist of classmates’ names and an envelope Students received a checklist of classmates’ names and an envelope for their binder to save PPNs received. for their binder to save PPNs received.

4.4. Students voted on a reward (group contingency) they wanted to earn Students voted on a reward (group contingency) they wanted to earn for writing PPNsfor writing PPNs

5.5. A dial was hung in the classroom to track PPNs written.A dial was hung in the classroom to track PPNs written.

6.6. Target students’ social involvement was observed and recorded for 12 Target students’ social involvement was observed and recorded for 12 min. during Peer Activity Time.min. during Peer Activity Time.

Social Involvement:Social Involvement:•• Social engagement: any positive verbal or nonverbal Social engagement: any positive verbal or nonverbal

interaction with a peer (e.g., talking, actively listening, playing interaction with a peer (e.g., talking, actively listening, playing together, etc.)together, etc.)

•• Participation: involvement in a game with structure or rulesParticipation: involvement in a game with structure or rulesParticipation: involvement in a game with structure or rulesParticipation: involvement in a game with structure or rules

Method

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Social InvolvementSocial InvolvementExample:Example:Example: Example: –– Christine is playing a card game with Christine is playing a card game with

CourtneyCourtney–– Clay and John are talking and Clay and John are talking and

laughing together at the back of the laughing together at the back of the roomroom

NonNon--example: example: –– Jack is sitting at his desk playing Jack is sitting at his desk playing

dominos alonedominos alonedominos alonedominos alone–– Dylan is wandering around the room Dylan is wandering around the room

observing his classmates while they observing his classmates while they play gamesplay gamesplay gamesplay games

Method

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Observational Method

Partial interval recording: Observation sessions occurred during peer activity time and consisted of 72, 10-second intervals (12 minutes)10 second intervals (12 minutes).

Method

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Interobserver Agreement

•• Prior to data collection, two observers conducted Prior to data collection, two observers conducted practice sessions. When interobserver agreement practice sessions. When interobserver agreement exceeded 90%, training was terminated.exceeded 90%, training was terminated.exceeded 90%, training was terminated.exceeded 90%, training was terminated.

•• Interobserver agreement: During 33% of the Interobserver agreement: During 33% of the observations, the secondary observer simultaneously observations, the secondary observer simultaneously recorded the interactions. Interobserver agreement recorded the interactions. Interobserver agreement was 98%.was 98%.

Method

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Observation FormObservation Form: SamplepPeriod: 1 2 3 Student name: ___________ (students’ real names were not used)Day of week: _________ Date: ___________ Start:______ End: ______Observer __________________ Primary Secondary

Interval +=Active Who initiated the Who was the Students(10 second intervals)

0= not interacting

interaction?(first initial of student)

recipientof the interaction?(first initial of student)

Involved in interaction?(first initial of students) )

1 + E (Erin) C (Carrie) T (Taylor) A (Alan) D (David)

2 + ↓2 + ↓

3 0

Method

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P i N tPraise Note

Date:Date: 4/28/20074/28/2007To:To: DavidDavid

I ll lik dI ll lik dI really liked your I really liked your rolerole--play in class. play in class. You are cool!You are cool!

From:From: SamSam

Method

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Group ContingencyG ti i d t i f th itiG ti i d t i f th iti•• Group contingencies were used to reinforce the writing Group contingencies were used to reinforce the writing of praise notes.of praise notes.

•• Students rankStudents rank--ordered a list of activities they wanted to ordered a list of activities they wanted to

Please number each activity from 1–6. #1 is the activity you would like to do the most, #6 is the activity you would like to do the least.

yyearn.earn.

Doughnut and chocolate milk party

Fiesta Party (chips, salsa, Sangria)

Smallville movie popcorn and sodaSmallville movie, popcorn, and soda

Burgerking: receive $3 for breakfast

Outside games (kickball) and candy party

Dodge ball in the gym and candy party

Method

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Example

Treatment Integrity

1. During our unit on peer relations, you will be encouraged to write praise notes to your classmates.

Example•• A checklist was completed by A checklist was completed by

the PI to ensure the training of the PI to ensure the training of students was conducted in a students was conducted in a consistent manner across consistent manner across ll

2. Each morning there will be two Peer Praise Notes on your desk. You will be given time to write praise notes after journaling time.

classrooms. classrooms. –– 100% treatment integrity100% treatment integrity

•• The teacher and the PI jointlyThe teacher and the PI jointly3. (Teacher demonstrates the steps

of writing a praise note by writing on a praise note transparency on the overhead

•• The teacher and the PI jointly The teacher and the PI jointly implemented the intervention implemented the intervention daily.daily.

–– Permanent product data Permanent product data suggests that thesuggests that the transparency on the overhead

projector):a. To: Samb. Write a message to a

classmate. You can write hi ifi lik “I

suggests that the suggests that the intervention was intervention was implemented as designed.implemented as designed.

something specific like “I liked your role-play. You were very …

Method

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In Class Tracking of Praise Notes•• Public posting was used to reinforce the writing of Public posting was used to reinforce the writing of

praise notes (i.e., a poster was hung on the wall praise notes (i.e., a poster was hung on the wall indicating the number of praise notes written so far indicating the number of praise notes written so far that week, as well as the class goal).that week, as well as the class goal).that week, as well as the class goal).that week, as well as the class goal).

The researcher said: “Congratulations, you wrote 20 PPNs today!”Students were enthused about moving the dial eachthe dial eachday.

Method

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Results•• Interaction With PeersInteraction With Peers

•• ResultsResults

•• Social ValiditySocial Validity

Results

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Interaction With Peers: ElainaBaseline Peer Praise Notes

90

100Mean: 0% Mean: 69.38%

50

60

70

80

nvol

vem

ent

20

30

40

50

% S

ocia

l In

0

10

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Peer Activity Time ObservationsPeer Activity Time Observations

Results

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Interaction With Peers: Carrie

Baseline Peer Praise Notes Maintenance

90

100

Baseline

Mean: 0%

Peer Praise Notes

Mean: 49.65%

MaintenanceProbe

Mean: 81.94%

50

60

70

80

nvol

vem

ent

20

30

40

50

% S

ocia

l In

0

10

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Peer Activity Time ObservationsPeer Activity Time Observations

Results

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Social Validity: Teacher & StudentsSocial Validity: Teacher & StudentsThe teacher and students believed the intervention to be beneficial for all The teacher and students believed the intervention to be beneficial for all

students. Intervention Rating Profilestudents. Intervention Rating Profile--15, (Witt & Elliott, 1985)15, (Witt & Elliott, 1985)

Strongly Disagree

Disagree Slightly Disagree

Slightly Agree

Strongly Agree/Agree

I would suggest the use of Peer Praise Notes to other teachers.This intervention (Peer Praise Notes) is a fair way to handleNotes) is a fair way to handle students socially withdrawn behavior.I like the procedures used in th P P i N tthe Peer Praise Notes Intervention.Overall, Peer Praise Notes would be beneficial for students.

Results

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Results

•• The treatment was effective for both participantsThe treatment was effective for both participants–– Both participants’ interactions increasedBoth participants’ interactions increased

•• The target behavior did maintain (percentage of time The target behavior did maintain (percentage of time interacting was higher than each student’s meaninteracting was higher than each student’s meaninteracting was higher than each student s mean interacting was higher than each student s mean baseline percentage)baseline percentage)

•• Teachers and students rated the intervention high in Teachers and students rated the intervention high in social validity. social validity.

Results

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Di iDiscussion

•• This study extended our prior study (Nelson et al., 2008)This study extended our prior study (Nelson et al., 2008)

•• These findings indicate that Peer Praise Notes producedThese findings indicate that Peer Praise Notes produced•• These findings indicate that Peer Praise Notes produced These findings indicate that Peer Praise Notes produced distinguishable improvements in the social involvement distinguishable improvements in the social involvement of two socially isolated adolescents.of two socially isolated adolescents.

•• These studies extended previous research by:These studies extended previous research by:–– examining a Junior High school population examining a Junior High school population

( d l t th th l t t d t )( d l t th th l t t d t )(adolescents rather than elementary students)(adolescents rather than elementary students)–– Using a single subjects multiple baseline designUsing a single subjects multiple baseline design–– utilizing written peer praise (previous research utilizing written peer praise (previous research g p p (pg p p (p

examined teacher praise or PPRexamined teacher praise or PPR–– verbal peer praise verbal peer praise or “tootling”)or “tootling”)

Discussion

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Challenges•• Intervention is time consumingIntervention is time consumingIntervention is time consumingIntervention is time consuming

–– Writing praise notesWriting praise notes–– Peer Activity Time (3Peer Activity Time (3--4 days a week for 15 min.)4 days a week for 15 min.)y (y ( y )y )

•• Target student’s Target student’s significant peer significant peer moved away following moved away following treatment and before maintenance data was takentreatment and before maintenance data was taken

•• Class sizeClass size

Discussion

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Procedure for Writing Peer Praise Notes (PPNs) in your classroom:Step 1: Introduce the topic by discussing the importance of peer relationships and

praise. Step 2: Instruct and demonstrate how to write an effective praise note, using an

Procedure for Writing Peer Praise Notes (PPNs) in your classroom:

overhead projector and a transparency with a sample PPN.Step 3: Discuss and agree upon the class goal (i.e., number of PPNs students

must write to earn a class reward every 1-2 weeks), write it on a poster, and hang it in the classroomand hang it in the classroom.

Step 4: Have students vote on a class reward they can earn if they reach the goal (e.g., a video and popcorn party, chips and salsa party, cereal party, etc.). Write the reward on an 8 x 11 paper and hang it by the goal poster.

St 5 I t d th i t tiStep 5: Introduce the intervention:Place a PPN on each student’s desk.Allow 2-5 minutes for students to write a PPN. Collect and review PPNs for appropriate content.pp pDistribute PPNs to students who received them.Provide a place for students to keep their PPNs (e.g., in a pocket or envelope inside of their journal or notebook).

Step 6: Track the number of PPNs written dailyStep 6: Track the number of PPNs written daily.Step 7: Record target students’ interactions during class activities or recess to

determine whether PPNs provided desired results.Step 8: Fade the intervention as desired results are obtained.

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R fReferencesBrophyBrophy, J. (1981). Teacher Praise: A Functional Analysis. , J. (1981). Teacher Praise: A Functional Analysis. Review of Educational ResearchReview of Educational Research, , 51(1),51(1), 55--32.32.

Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline. Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline.

Educational Studies, 18(1),Educational Studies, 18(1), 1111--18.18.

Gresham, F.M., MacMillan, D. L., & Gresham, F.M., MacMillan, D. L., & BocianBocian, K. (1997). “Behavioral earthquakes”: Low frequency, salient behavioral events that , K. (1997). “Behavioral earthquakes”: Low frequency, salient behavioral events that

differentiate students atdifferentiate students at--risk for behavioral disorders. risk for behavioral disorders. Behavioral DisordersBehavioral Disorders, , 21,21, 277277--292.292.

OdenOden, S. (1980). A child’s social isolation: Origins, prevention, intervention. In G. , S. (1980). A child’s social isolation: Origins, prevention, intervention. In G. CarteledgeCarteledge & J.F. Milburn (Eds.), & J.F. Milburn (Eds.), Teaching social Teaching social

skills to children skills to children (pp. 179(pp. 179--202). New York: 202). New York: PergamonPergamon..

M D ll J J (1988) M t hi th i t l h i tM D ll J J (1988) M t hi th i t l h i t B h i A l t 11B h i A l t 11 9595 109109McDowell, J.J. (1988). Matching theory in natural human environments. McDowell, J.J. (1988). Matching theory in natural human environments. Behavior Analyst, 11, Behavior Analyst, 11, 9595--109.109.

MorozMoroz, K.R., & Jones, K.J. (2002). The effects of positive peer reporting on children’s social involvement. , K.R., & Jones, K.J. (2002). The effects of positive peer reporting on children’s social involvement. School Psychology School Psychology

Review, 31(2), Review, 31(2), 235235--245. 245.

Myerson J & Hale S (1984) Practical implications of the matching lawMyerson J & Hale S (1984) Practical implications of the matching law Journal of Applied Behavior Analysis 17Journal of Applied Behavior Analysis 17 367367 380380Myerson, J., & Hale, S. (1984). Practical implications of the matching law. Myerson, J., & Hale, S. (1984). Practical implications of the matching law. Journal of Applied Behavior Analysis, 17, Journal of Applied Behavior Analysis, 17, 367367--380.380.

Nelson, J. A. P., Caldarella, P., Young, K. R., & Webb, N. (2008). Using peer praise notes to increase the social involvementNelson, J. A. P., Caldarella, P., Young, K. R., & Webb, N. (2008). Using peer praise notes to increase the social involvement ofof

withdrawn adolescents. withdrawn adolescents. Teaching Exceptional Children, 41(2), 6Teaching Exceptional Children, 41(2), 6--13. 13.

Patterson G R Reid J B &Patterson G R Reid J B & DishionDishion T J (1992)T J (1992) Antisocial boysAntisocial boys Eugene OR: CastaliaEugene OR: CastaliaPatterson, G. R., Reid, J. B., & Patterson, G. R., Reid, J. B., & DishionDishion, T. J. (1992). , T. J. (1992). Antisocial boysAntisocial boys. Eugene, OR: Castalia. . Eugene, OR: Castalia.

Skinner, C., Skinner, C., CashwellCashwell, T., & Skinner, A. (2000). Increasing tootling: The effects of a peer, T., & Skinner, A. (2000). Increasing tootling: The effects of a peer--monitored group contingency program monitored group contingency program

on students’ reports of peers’ on students’ reports of peers’ prosocialprosocial behaviors. behaviors. Psychology in the SchoolsPsychology in the Schools, , 37(3),37(3), 263263--269.269.

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ReferencesSkinner, C.H., Skinner, C.H., NeddenriepNeddenriep, C.E., Robinson, S.L., Ervin, R., & Jones, K. (2002). Altering Educational Environments Through , C.E., Robinson, S.L., Ervin, R., & Jones, K. (2002). Altering Educational Environments Through

Positive Peer Reporting: Prevention and Remediation or Social Problems Associated with Behavior Disorders. Positive Peer Reporting: Prevention and Remediation or Social Problems Associated with Behavior Disorders. Psychology in Psychology in

the Schoolsthe Schools, , 39(2),39(2), 191191--202.202.

Sutherland, K.S., & Sutherland, K.S., & WhelbyWhelby, J.H. (2001). The effect of self, J.H. (2001). The effect of self--evaluation of teaching behavior in classrooms for students with evaluation of teaching behavior in classrooms for students with

emotional and behavioral disordersemotional and behavioral disorders Journal of Special Education 35(3)Journal of Special Education 35(3) 161161--171171emotional and behavioral disorders. emotional and behavioral disorders. Journal of Special Education, 35(3), Journal of Special Education, 35(3), 161161 171.171.

StormshakStormshak, E.A., , E.A., BiermanBierman, K.L., , K.L., BruschiBruschi, C., Dodge, K.A., , C., Dodge, K.A., CoieCoie, J.D. & The Conduct Problems Prevention Research group. , J.D. & The Conduct Problems Prevention Research group.

(1999). The relation between behavior problems and peer preference in different classroom contexts. (1999). The relation between behavior problems and peer preference in different classroom contexts. Child Development, 70,Child Development, 70,

169169--182. 182.

Thomas, J. (1991). You’re the greatest! A few wellThomas, J. (1991). You’re the greatest! A few well--chosen words can work wonders in positive behavior reinforcement. chosen words can work wonders in positive behavior reinforcement. Principal, Principal,

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WinetteWinette, R. A., & Winkler, R. C. (1972). Current behavior modification in the classroom: Be quiet, be docile. , R. A., & Winkler, R. C. (1972). Current behavior modification in the classroom: Be quiet, be docile. Journal of Applied Journal of Applied

Behavior AnalysisBehavior Analysis, , 5,5, 499499--504.504.

Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. KratochwillKratochwill (Ed.),(Ed.),Advocates in School Advocates in School

PsychologyPsychology,, 44, 251, 251--288. Mahwah, NJ: Erlbaum.288. Mahwah, NJ: Erlbaum.

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http://education.byu.edu/pbsi/

Julie A. Peterson Nelson julie [email protected]

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Julie A. Peterson Nelson [email protected] Caldarella [email protected]. Richard Young richard [email protected] _y g@ y

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