Increasing the Social Involvement of Withdrawn Adolescents ...€¦ · Social Involvement: ••...
Transcript of Increasing the Social Involvement of Withdrawn Adolescents ...€¦ · Social Involvement: ••...
Increasing the Social Involvement of Withdrawn Adolescents: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)
Outline•• Background LiteratureBackground Literature
•• Method Method
•• ResultsResults
•• DiscussionDiscussion
Literature Method Results Discussion
Socially Withdrawn Students•• Research has shown Research has shown
that those students who that those students who are socially withdrawnare socially withdrawnare socially withdrawn are socially withdrawn or isolated have or isolated have difficulty learning difficulty learning appropriate socialappropriate socialappropriate social appropriate social conduct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
•• Students find interactions with withdrawn students to be Students find interactions with withdrawn students to be aversive or less rewarding than interactions with other aversive or less rewarding than interactions with other students students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
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
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
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
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?
Method•• ParticipantsParticipants•• SettingSetting•• Experimental Design Experimental Design •• InterventionIntervention
Method
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
–– 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
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
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
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
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
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
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
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
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
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
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
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
Results•• Interaction With PeersInteraction With Peers
•• ResultsResults
•• Social ValiditySocial Validity
Results
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
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
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
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
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
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
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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http://education.byu.edu/pbsi/
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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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