subject:(peer mediated intervention)

Vanderbilt University

1. Wright, Courtney Anne. Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers.

Degree: PhD, Special Education, 2013, Vanderbilt University

URL: http://hdl.handle.net/1803/12415

► The effects of a multi-component intervention on the directed communication between preschoolers with Down syndrome and their peers were studied. The intervention included (a) one-on-one… (more)

Subjects/Keywords: social communication; peer-mediated intervention; augmentative and alternative communication

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APA (6^th Edition):

Wright, C. A. (2013). Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12415

Chicago Manual of Style (16^th Edition):

Wright, Courtney Anne. “Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed January 23, 2021. http://hdl.handle.net/1803/12415.

MLA Handbook (7^th Edition):

Wright, Courtney Anne. “Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers.” 2013. Web. 23 Jan 2021.

Vancouver:

Wright CA. Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/1803/12415.

Council of Science Editors:

Wright CA. Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12415

University of Illinois – Chicago

2. Athamanah, Lindsay Sarah. The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings.

Degree: 2017, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/21967

► Peer-mediated interventions are evidence-based practices that have demonstrated to improve academic and social skills of students with severe disabilities and their peers without disabilities while… (more)

▼ Peer-mediated interventions are evidence-based practices that have demonstrated to improve academic and social skills of students with severe disabilities and their peers without disabilities while working in academic and non-academic classrooms (Carter, Cushing, Clark, & Kennedy, 2005; Cushing & Kennedy, 1997). However, little is known about the effects of peer-mediated interventions on vocational and employability skills of students with severe disabilities and their peers in work-based learning settings. Students with severe disabilities do not necessarily learn vocational and employability skills in high school that can be applied to future employment (Agran, Hughes, Thoma, & Scott, 2016). They may also have limited access to inclusive vocational education or work-based learning settings in high school to learn, work, and practice skills with peers without disabilities (Guy, Sitlington, Laresen, & Frank, 2009). Moreover, inclusion in general education settings with peers without disabilities is predictive of later transition success for students with severe disabilities (Test et al., 2009). Therefore, students with severe disabilities should be learning all skills alongside their same-aged peers in inclusive school environments. The purpose of this study was to examine the effects of peer-mediated interventions on the independent engagement in work tasks and social interactions of students with severe disabilities and their peers in a high school work-based learning setting. Furthermore, this study evaluated the quality of and the number of social interactions during work activities of both students with and without severe disabilities. A multiple baseline research design across participants with generalization probes investigated work task independence and social interaction outcomes for five dyads of high school students. Dyads were comprised of one student with severe disabilities and one peer without disabilities. The work-based activity involved collecting classroom and office recycling in the high school. Peers were trained on research-based peer support strategies to implement when working with the student with severe disabilities during the work-based activity. Results revealed moderate to significant level changes between baseline and intervention phases across all dyads for increased work task independence and social interactions. Furthermore, the quality of social interactions improved after implementing the peer supports training for most dyads as well as increases were noted in the number of social initiations made by the students with severe disabilities to socialize with their peers. With this study, the success of peer-mediated interventions has been demonstrated by the increase in vocational skills and social interactions for students with severe disabilities when working in inclusive employment settings. This study is the first to use peer-mediated interventions in a high school work-based learning setting. The findings, therefore, substantiate the peer-mediated interventions… Advisors/Committee Members: Cushing, Lisa S (advisor), Salisbury, Christine L (committee member), Maggin, Daniel M (committee member), Lopez-Reyna, Norma (committee member), Brock, Matthew (committee member), Cushing, Lisa S (chair).

Subjects/Keywords: transition; employment; students with severe disabilities; peer-mediated intervention

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APA (6^th Edition):

Athamanah, L. S. (2017). The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21967

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Athamanah, Lindsay Sarah. “The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings.” 2017. Thesis, University of Illinois – Chicago. Accessed January 23, 2021. http://hdl.handle.net/10027/21967.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Athamanah, Lindsay Sarah. “The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings.” 2017. Web. 23 Jan 2021.

Vancouver:

Athamanah LS. The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10027/21967.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Athamanah LS. The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21967

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

3. Libster, Lisa. The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms.

Degree: MA, Psychology, 2008, Louisiana State University

URL: etd-04082009-113415 ; https://digitalcommons.lsu.edu/gradschool_theses/542

► Children who are neglected or rejected by their peers may require social skill interventions in order to develop the social competencies needed to establish satisfactory… (more)

Subjects/Keywords: sociometrics; school; peer-mediated intervention

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APA (6^th Edition):

Libster, L. (2008). The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms. (Masters Thesis). Louisiana State University. Retrieved from etd-04082009-113415 ; https://digitalcommons.lsu.edu/gradschool_theses/542

Chicago Manual of Style (16^th Edition):

Libster, Lisa. “The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms.” 2008. Masters Thesis, Louisiana State University. Accessed January 23, 2021. etd-04082009-113415 ; https://digitalcommons.lsu.edu/gradschool_theses/542.

MLA Handbook (7^th Edition):

Libster, Lisa. “The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms.” 2008. Web. 23 Jan 2021.

Vancouver:

Libster L. The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms. [Internet] [Masters thesis]. Louisiana State University; 2008. [cited 2021 Jan 23]. Available from: etd-04082009-113415 ; https://digitalcommons.lsu.edu/gradschool_theses/542.

Council of Science Editors:

Libster L. The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms. [Masters Thesis]. Louisiana State University; 2008. Available from: etd-04082009-113415 ; https://digitalcommons.lsu.edu/gradschool_theses/542

Oklahoma State University

4. Anderson, Daniel Blake. Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage.

Degree: School Psychology, 2019, Oklahoma State University

URL: http://hdl.handle.net/11244/321525

► Intervening on academic skills early in a child's academic career can remediate reading difficulties quickly and set the stage for early literacy skills (Velluntino, Scanlon,… (more)

▼ Intervening on academic skills early in a child's academic career can remediate reading difficulties quickly and set the stage for early literacy skills (Velluntino, Scanlon, Small, & Fanuele, 2006). There are several evidence-based interventions suggested for use when a child presents with academic skill deficits (Shapiro, 2011); however, what is unknown in reading intervention research is exactly how much is needed to prevent or remediate skill deficits. Research has yet to inform practitioners of how much intervention a child will likely need to remediate the presenting difficulties. In essence, research has yet to suggest what dose of intervention to give a struggling student when presenting with reading skill deficits. This study sought to understand how the dosage (i.e., frequency of administration) of reading intervention effects learning. Specifically, in a group administered repeated readings intervention, what is the difference in intervention effectiveness when students are given different dosages of intervention between every day and every other day? Further, is there a more efficient dosage between reading intervention given every other day and every day? The current study examined these questions in an elementary school in the Southern Plains of the U.S. Students from grades 2-5 participated with a total of 34 students who received reading intervention daily or every other day, based on random assignment to groups. Oral reading fluency was measured weekly for progress monitoring and words correct per minute were calculated across a total of 6 weeks. A repeated measures ANOVA found significant growth for both groups across time, suggesting a group administered, peer-mediated repeated readings intervention is effective in increasing words correct per minute for all students who received intervention. However, there were no differences detected between groups. Post-hoc analyses were conducted to inform future research examining the dosage of intervention. Overall, the current study found significant results for a main effect of a peer-mediated repeated readings intervention, therefore suggesting a peer-mediated group administered repeated readings intervention is an effective tool for increasing a student's oral reading fluency performance. Limitations are discussed, and implications for practice and future research are examined. Advisors/Committee Members: Duhon, Gary J. (advisor), Poncy, Brian C. (committee member), Anthony, Christopher J. (committee member), Cantley, Penny (committee member).

Subjects/Keywords: intervention dosage; peer-mediated repeated readings; repeated readings

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APA (6^th Edition):

Anderson, D. B. (2019). Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/321525

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Anderson, Daniel Blake. “Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage.” 2019. Thesis, Oklahoma State University. Accessed January 23, 2021. http://hdl.handle.net/11244/321525.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Anderson, Daniel Blake. “Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage.” 2019. Web. 23 Jan 2021.

Vancouver:

Anderson DB. Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/321525.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson DB. Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/321525

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Simpson, Lisa A. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

URL: https://repository.usfca.edu/diss/63

► Students with autism often display significant challenges when acquiring friendships and participating in ongoing relationships with typical peers. The social interaction deficits that characterize… (more)

Subjects/Keywords: autism; peer-mediated intervention; peer perception; social interaction; Education; Special Education and Teaching

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APA (6^th Edition):

Simpson, L. A. (2013). Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/63

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simpson, Lisa A. “Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.” 2013. Thesis, University of San Francisco. Accessed January 23, 2021. https://repository.usfca.edu/diss/63.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simpson, Lisa A. “Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.” 2013. Web. 23 Jan 2021.

Vancouver:

Simpson LA. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2021 Jan 23]. Available from: https://repository.usfca.edu/diss/63.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simpson LA. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/63

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

6. Craft, Lydia Dyer. Peer mediated intervention to improve social communication in young children with ASD.

Degree: 2013, University of Alabama

URL: http://purl.lib.ua.edu/84757

► To date, no study has measured the effects of peer-mediated intervention (PMI) on autism symptoms in children under than four years of age. The current… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Behavioral sciences; Autism; Early Intervention; Peer Mediated Intervention

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APA (6^th Edition):

Craft, L. D. (2013). Peer mediated intervention to improve social communication in young children with ASD. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/84757

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Craft, Lydia Dyer. “Peer mediated intervention to improve social communication in young children with ASD.” 2013. Thesis, University of Alabama. Accessed January 23, 2021. http://purl.lib.ua.edu/84757.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Craft, Lydia Dyer. “Peer mediated intervention to improve social communication in young children with ASD.” 2013. Web. 23 Jan 2021.

Vancouver:

Craft LD. Peer mediated intervention to improve social communication in young children with ASD. [Internet] [Thesis]. University of Alabama; 2013. [cited 2021 Jan 23]. Available from: http://purl.lib.ua.edu/84757.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Craft LD. Peer mediated intervention to improve social communication in young children with ASD. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/84757

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

7. Dart, Evan Henry. Utilizing students as behavior change agents : an example using check-in/check-out.

Degree: PhD, Psychology, 2013, Louisiana State University

URL: etd-06222013-114147 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1101

► While there is no shortage of evidence-based interventions designed to address the academic and behavioral difficulties of students in schools, it can be difficult to… (more)

Subjects/Keywords: behavior intervention; peer-mediated intervention; check-in/check-out; check-in; check-out; response to intervention

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APA (6^th Edition):

Dart, E. H. (2013). Utilizing students as behavior change agents : an example using check-in/check-out. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06222013-114147 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1101

Chicago Manual of Style (16^th Edition):

Dart, Evan Henry. “Utilizing students as behavior change agents : an example using check-in/check-out.” 2013. Doctoral Dissertation, Louisiana State University. Accessed January 23, 2021. etd-06222013-114147 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1101.

MLA Handbook (7^th Edition):

Dart, Evan Henry. “Utilizing students as behavior change agents : an example using check-in/check-out.” 2013. Web. 23 Jan 2021.

Vancouver:

Dart EH. Utilizing students as behavior change agents : an example using check-in/check-out. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2021 Jan 23]. Available from: etd-06222013-114147 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1101.

Council of Science Editors:

Dart EH. Utilizing students as behavior change agents : an example using check-in/check-out. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-06222013-114147 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1101

8. Parks, Marisa. Improving the social inclusion of children with autism spectrum disorders.

Degree: MS, Educational Psychology and Counseling, 2014, California State University – Northridge

URL: http://hdl.handle.net/10211.2/4927

► Many children with autism spectrum disorders (ASD) are being included with typically developing peers in their schools. As a result of the social deficits that… (more)

Subjects/Keywords: peer-mediated intervention; Dissertations, Academic – CSUN – Education – Educational Psychology and Counseling – Marriage and Family Therapy.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Parks, M. (2014). Improving the social inclusion of children with autism spectrum disorders. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/4927

Chicago Manual of Style (16^th Edition):

Parks, Marisa. “Improving the social inclusion of children with autism spectrum disorders.” 2014. Masters Thesis, California State University – Northridge. Accessed January 23, 2021. http://hdl.handle.net/10211.2/4927.

MLA Handbook (7^th Edition):

Parks, Marisa. “Improving the social inclusion of children with autism spectrum disorders.” 2014. Web. 23 Jan 2021.

Vancouver:

Parks M. Improving the social inclusion of children with autism spectrum disorders. [Internet] [Masters thesis]. California State University – Northridge; 2014. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10211.2/4927.

Council of Science Editors:

Parks M. Improving the social inclusion of children with autism spectrum disorders. [Masters Thesis]. California State University – Northridge; 2014. Available from: http://hdl.handle.net/10211.2/4927

Jönköping University

9. Xiong, Xuehua. The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018.

Degree: CHILD, 2019, Jönköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47172

► Background: Students with ASD are facing challenges in inclusive school settings. Despite some research have explore some components of peer-mediated intervention, there is gap… (more)

Subjects/Keywords: peer-mediated intervention; autism spectrum disorder; school setting; systematic review; Social Sciences; Samhällsvetenskap

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APA (6^th Edition):

Xiong, X. (2019). The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47172

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Xiong, Xuehua. “The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018.” 2019. Thesis, Jönköping University. Accessed January 23, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47172.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Xiong, Xuehua. “The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018.” 2019. Web. 23 Jan 2021.

Vancouver:

Xiong X. The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018. [Internet] [Thesis]. Jönköping University; 2019. [cited 2021 Jan 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47172.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Xiong X. The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018. [Thesis]. Jönköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47172

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern Mississippi

10. Helbig, Kate A. Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD.

Degree: MA, Psychology, 2017, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/301

► Attention Deficit/Hyperactivity Disorder (ADHD) is characterized by impairment in functioning due to inattention, hyperactivity, or impulsivity, as well as difficulties in school with social… (more)

Subjects/Keywords: ADHD; peer-mediated; behavioral interventions; middle school; function-based intervention; School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Helbig, K. A. (2017). Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/301

Chicago Manual of Style (16^th Edition):

Helbig, Kate A. “Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD.” 2017. Masters Thesis, University of Southern Mississippi. Accessed January 23, 2021. https://aquila.usm.edu/masters_theses/301.

MLA Handbook (7^th Edition):

Helbig, Kate A. “Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD.” 2017. Web. 23 Jan 2021.

Vancouver:

Helbig KA. Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD. [Internet] [Masters thesis]. University of Southern Mississippi; 2017. [cited 2021 Jan 23]. Available from: https://aquila.usm.edu/masters_theses/301.

Council of Science Editors:

Helbig KA. Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD. [Masters Thesis]. University of Southern Mississippi; 2017. Available from: https://aquila.usm.edu/masters_theses/301

University of Toronto

11. Katz, Esther Ruch. Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention.

Degree: PhD, 2014, University of Toronto

URL: http://hdl.handle.net/1807/68479

► The purpose of this dissertation is to develop and examine the efficacy of a social skills intervention program that was delivered to preschoolers with Autism… (more)

Subjects/Keywords: autism spectrum disorder; peer-mediated intervention; preschoolers; single subject design; social interaction; 0529

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APA (6^th Edition):

Katz, E. R. (2014). Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68479

Chicago Manual of Style (16^th Edition):

Katz, Esther Ruch. “Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention.” 2014. Doctoral Dissertation, University of Toronto. Accessed January 23, 2021. http://hdl.handle.net/1807/68479.

MLA Handbook (7^th Edition):

Katz, Esther Ruch. “Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention.” 2014. Web. 23 Jan 2021.

Vancouver:

Katz ER. Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/1807/68479.

Council of Science Editors:

Katz ER. Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68479

University of Kentucky

12. Graessle, Lindsey R. THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES.

Degree: 2018, University of Kentucky

URL: https://uknowledge.uky.edu/edsrc_etds/58

► Peer mediated interventions have been effective in teaching academic and social skills to students with disabilities. The present study assesses the effectiveness of students with… (more)

Subjects/Keywords: Autism spectrum disorder; peer-mediated intervention; simultaneous prompting; technology; social initiations; Special Education and Teaching

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APA (6^th Edition):

Graessle, L. R. (2018). THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/58

Chicago Manual of Style (16^th Edition):

Graessle, Lindsey R. “THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES.” 2018. Masters Thesis, University of Kentucky. Accessed January 23, 2021. https://uknowledge.uky.edu/edsrc_etds/58.

MLA Handbook (7^th Edition):

Graessle, Lindsey R. “THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES.” 2018. Web. 23 Jan 2021.

Vancouver:

Graessle LR. THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES. [Internet] [Masters thesis]. University of Kentucky; 2018. [cited 2021 Jan 23]. Available from: https://uknowledge.uky.edu/edsrc_etds/58.

Council of Science Editors:

Graessle LR. THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES. [Masters Thesis]. University of Kentucky; 2018. Available from: https://uknowledge.uky.edu/edsrc_etds/58

University of Kentucky

13. Clayton, Kimberly Yates. USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS.

Degree: 2015, University of Kentucky

URL: https://uknowledge.uky.edu/edsrc_etds/15

► Three preschoolers with limited or no verbal language were taught to request preferred objects using an adapted Picture Exchange Communication System (Bondy & Frost, 1998)… (more)

Subjects/Keywords: Autism Spectrum Disorder; Picture Exchange Communication System; Peer Mediated Instruction and Intervention; preschool; naturalistic; Education; Special Education and Teaching

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APA (6^th Edition):

Clayton, K. Y. (2015). USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/15

Chicago Manual of Style (16^th Edition):

Clayton, Kimberly Yates. “USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS.” 2015. Masters Thesis, University of Kentucky. Accessed January 23, 2021. https://uknowledge.uky.edu/edsrc_etds/15.

MLA Handbook (7^th Edition):

Clayton, Kimberly Yates. “USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS.” 2015. Web. 23 Jan 2021.

Vancouver:

Clayton KY. USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS. [Internet] [Masters thesis]. University of Kentucky; 2015. [cited 2021 Jan 23]. Available from: https://uknowledge.uky.edu/edsrc_etds/15.

Council of Science Editors:

Clayton KY. USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS. [Masters Thesis]. University of Kentucky; 2015. Available from: https://uknowledge.uky.edu/edsrc_etds/15

Miami University

14. Hofstadter, Kristi L. Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance.

Degree: Specialist in Education, School Psychology, 2007, Miami University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124

► Peers exert considerable influence on the behavior of one another, and positive peer reporting (PPR) has emerged as one method for successfully incorporating peer attention… (more)

Subjects/Keywords: positive peer reporting; disruptive behavior; emotional disturbance; peer-mediated; class-wide; behavioral intervention

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APA (6^th Edition):

Hofstadter, K. L. (2007). Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124

Chicago Manual of Style (16^th Edition):

Hofstadter, Kristi L. “Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance.” 2007. Doctoral Dissertation, Miami University. Accessed January 23, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124.

MLA Handbook (7^th Edition):

Hofstadter, Kristi L. “Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance.” 2007. Web. 23 Jan 2021.

Vancouver:

Hofstadter KL. Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance. [Internet] [Doctoral dissertation]. Miami University; 2007. [cited 2021 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124.

Council of Science Editors:

Hofstadter KL. Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance. [Doctoral Dissertation]. Miami University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124

The Ohio State University

15. Covey, Alyssa M. Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities.

Degree: MA, Educational Studies, 2019, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463

► This study examined the effects of using Behavioral Skills Training (BST) to train peer models on the percent of intervals engaged in interactive play by… (more)

Subjects/Keywords: Education; Behavior Skills Training or BST; Peer-Mediated Intervention or PMI; students with moderate to severe disabilities; social skills; interactive play skills; joint play; cooperative play; peer models

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APA (6^th Edition):

Covey, A. M. (2019). Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463

Chicago Manual of Style (16^th Edition):

Covey, Alyssa M. “Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities.” 2019. Masters Thesis, The Ohio State University. Accessed January 23, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463.

MLA Handbook (7^th Edition):

Covey, Alyssa M. “Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities.” 2019. Web. 23 Jan 2021.

Vancouver:

Covey AM. Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2019. [cited 2021 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463.

Council of Science Editors:

Covey AM. Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. [Masters Thesis]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463

Brock University

16. Mallabar, Sheri. Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) .

Degree: Department of Graduate and Undergraduate Studies in Education, Brock University

URL: http://hdl.handle.net/10464/14009

► Stay, Play, And Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder (ASD) and Other Social Communication Difficulties is in its fourth… (more)

Subjects/Keywords: Social Skill Development; Autism Spectrum Disorder; Peer-Mediated Intervention; Stay, Play, and Talk

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APA (6^th Edition):

Mallabar, S. (n.d.). Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/14009

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mallabar, Sheri. “Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) .” Thesis, Brock University. Accessed January 23, 2021. http://hdl.handle.net/10464/14009.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mallabar, Sheri. “Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) .” Web. 23 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Mallabar S. Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) . [Internet] [Thesis]. Brock University; [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10464/14009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Mallabar S. Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/14009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

University of Texas – Austin

17. -1661-0930. Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners.

Degree: PhD, Special Education, 2018, University of Texas – Austin

URL: http://hdl.handle.net/2152/65648

► Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. Additionally, the academic… (more)

▼ Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. Additionally, the academic and behavioral needs of students with emotional-behavioral disorders (EBD) have been identified as some of the most challenging to address. The purpose of this study was to identify the effects and related outcomes of utilizing cross-age tutors (i.e., older students) with, or at-risk for EBD to deliver a number line board game intervention to kindergarten students at-risk for mathematics disabilities. A concurrent multiple baseline design across participants was utilized to evaluate results related to the following research questions: (1) What effects will a number line game delivered by a cross-age tutor with EBD have on the early numeracy knowledge and skills of kindergarten students at-risk for math disabilities? (2) Can students with EBD effectively serve in the role of cross-age tutors (i.e., implement instruction with fidelity and increase tutees’ number sense skills)? (3) What effects will the training and implementation of the cross-age tutoring program have on the tutors’ behavioral performance as well as overall risk status for EBD? Tutoring sessions took place for 25–30 minutes, three times per week, over 10 weeks. Results suggest this cross-age tutoring program to be an effective and feasible model for significantly improving mathematical performance of tutees at-risk for mathematics disabilities and, to a lesser extent, the behavioral ratings of students with EBD. Distal measures showed the intervention’s moderate effect on tutees’ mathematics performance and large effect on decreasing tutors’ risk-status for EBD. Tutors implemented the intervention procedures with high rates of fidelity and, in combination with the significant gains by their tutees, demonstrated the ability of students with EBD to effectively serve as cross-age tutors. In assessing the social validity of this instructional model, the implementing special educator rated the intervention to be effective and beneficial, although challenges were identified in the area of scheduling. All tutors and tutees perceived the program as effective in promoting mathematics skills for the tutees and positive behavioral developments for the tutors. Limitations, implications for practice, and areas of future research are discussed. Advisors/Committee Members: Bryant, Diane Pedrotty (advisor).

Subjects/Keywords: Emotional-behavioral disorder; Learning disabilities; Mathematics; Early numeracy; Challenging behavior; Tutoring; Cross-age tutoring; Number line; Peer mediated; Intervention; Early childhood; Number sense

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APA (6^th Edition):

-1661-0930. (2018). Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65648

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-1661-0930. “Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed January 23, 2021. http://hdl.handle.net/2152/65648.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-1661-0930. “Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners.” 2018. Web. 23 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1661-0930. Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/2152/65648.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1661-0930. Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65648

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

18. Long, Janette S. Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders.

Degree: MA, EDU Physical Activity and Educational Services, 2012, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354057173

► Abstract The current study investigated whether pairing a typically developing peer (a peer buddy) with a child who has an ASD and providing individualized… (more)

Subjects/Keywords: Behavioral Sciences; Special Education; Autism Spectrum Disorders; Peer-mediated social skills intervention; Peer training; Peer Buddy

…to children who served as peers in a peer-initiated intervention for young children with… …assisting children with an ASD to learn social skills. Many peer-mediated approaches have been… …intervention for children with an ASD (Bass & Mulick, 2007). Early research focused on peer… …Another popular peer-mediated approach to teaching social skills to children with an ASD is the… …increase the social skills of children with an ASD. These peer-mediated approaches are typically…

14 more images…

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APA (6^th Edition):

Long, J. S. (2012). Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1354057173

Chicago Manual of Style (16^th Edition):

Long, Janette S. “Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders.” 2012. Masters Thesis, The Ohio State University. Accessed January 23, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354057173.

MLA Handbook (7^th Edition):

Long, Janette S. “Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders.” 2012. Web. 23 Jan 2021.

Vancouver:

Long JS. Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders. [Internet] [Masters thesis]. The Ohio State University; 2012. [cited 2021 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354057173.

Council of Science Editors:

Long JS. Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders. [Masters Thesis]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354057173

Clemson University

19. Green, Julie. Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities.

Degree: PhD, Curriculum and Instruction, 2010, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/675

► Vocabulary knowledge is critical for accessing content-area information for students with learning disabilities who receive instruction in general education content-area classes. Therefore, the purpose of… (more)

Subjects/Keywords: Inclusion; Learning Disabilities; Middle School Science; Peer-Mediated Intervention; Science Vocabulary Instruction; Vocabulary-Matching curriculum-based measurement; Special Education and Teaching

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APA (6^th Edition):

Green, J. (2010). Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/675

Chicago Manual of Style (16^th Edition):

Green, Julie. “Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities.” 2010. Doctoral Dissertation, Clemson University. Accessed January 23, 2021. https://tigerprints.clemson.edu/all_dissertations/675.

MLA Handbook (7^th Edition):

Green, Julie. “Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities.” 2010. Web. 23 Jan 2021.

Vancouver:

Green J. Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2021 Jan 23]. Available from: https://tigerprints.clemson.edu/all_dissertations/675.

Council of Science Editors:

Green J. Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/675

University of Kansas

20. Vuong, Ngan Kim. Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders.

Degree: PH.D., Clinical Child Psychology, 2008, University of Kansas

URL: http://hdl.handle.net/1808/4106

► Assessed collateral effects on the nonverbal communication behaviors of children with Autism Spectrum Disorders during their participation in two verbal communication interventions. Data was obtained… (more)

Subjects/Keywords: Clinical psychology; Nonverbal communication; Autism; Interventions; School-age children; Peer-mediated intervention; Collateral effects

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APA (6^th Edition):

Vuong, N. K. (2008). Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/4106

Chicago Manual of Style (16^th Edition):

Vuong, Ngan Kim. “Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders.” 2008. Doctoral Dissertation, University of Kansas. Accessed January 23, 2021. http://hdl.handle.net/1808/4106.

MLA Handbook (7^th Edition):

Vuong, Ngan Kim. “Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders.” 2008. Web. 23 Jan 2021.

Vancouver:

Vuong NK. Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. University of Kansas; 2008. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/1808/4106.

Council of Science Editors:

Vuong NK. Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders. [Doctoral Dissertation]. University of Kansas; 2008. Available from: http://hdl.handle.net/1808/4106

Kent State University

21. Harris, Kathleen I. The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2010, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092

► Peer-mediated intervention (PMI), a strategy those working in preschool inclusive environments can use, creates opportunities for peers to assume instructional roles to promote positive social… (more)

▼ Peer-mediated intervention (PMI), a strategy those working in preschool inclusive environments can use, creates opportunities for peers to assume instructional roles to promote positive social behaviors for children with disabilities. The purpose of the study was threefold: first, to examine peer mediators’ use of PMI during baseline and intervention; second, to examine the effects of PMI in increasing positive social behaviors and decreasing negative social behaviors of the target children; and third, to examine whether the social skills for target children improved from baseline to intervention following implementation of PMI. A multiple baseline design across participants was used to examine the effectiveness of PMI with three target children. Six children served as peer mediators and were responsible for implementing PMI strategies. Dependent variables were identified measuring child attributes essential to the social area of development (i.e., positive social behaviors) and those that were not desired or considered socially acceptable (i.e., negative social behaviors). Turn taking was selected as the essential positive social behavior for all child participants. Teacher participants trained peer mediators to administer the independent variable, peer-mediated intervention, specifically peer prompting, peer initiating, and/or giving feedback with the support of a social story during free play. Overall, results of the study indicate peer mediators implemented PMI successfully and with fidelity and little training. Target children increased positive social behaviors and decreased negative social behaviors from baseline to intervention. In addition, target children stayed the same or increased their social skills from baseline (pre) to intervention (post). Findings contribute to the literature regarding the effectiveness of PMI as an evidence-based practice for increasing positive social behaviors and decreasing negative social behaviors in the social area of development for young children in preschool inclusive settings. Advisors/Committee Members: Pretti-Frontczak, Kristie (Committee Co-Chair), Harjusola-Webb, Sanna (Committee Co-Chair).

Subjects/Keywords: Special Education; peer-mediated intervention; children with disabilities; peers; social interactions; single-subject design research; preschool inclusive settings

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APA (6^th Edition):

Harris, K. I. (2010). The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092

Chicago Manual of Style (16^th Edition):

Harris, Kathleen I. “The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities.” 2010. Doctoral Dissertation, Kent State University. Accessed January 23, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092.

MLA Handbook (7^th Edition):

Harris, Kathleen I. “The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities.” 2010. Web. 23 Jan 2021.

Vancouver:

Harris KI. The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities. [Internet] [Doctoral dissertation]. Kent State University; 2010. [cited 2021 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092.

Council of Science Editors:

Harris KI. The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities. [Doctoral Dissertation]. Kent State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092

Open Access Theses and Dissertations