Elementary Education
Peer Mentoring, Monitoring and Feedback
Dr. Anitra Shelton-Quinn
Title: Life and Business Coach & Leadership Development Expert
Research Topic: Increasing positive peer reporting and on-task behavior using a peer monitoring interdependent group contingency program with public posting
Institution: Mississippi State University
Committee Chair: Dr. Carlen Henington,
Abstract: The purpose of this study was to empirically evaluate the effects of a positive peer reporting package, namely the "Duck, Duck Tootle Intervention Program" on on-task behavior of target students and classwide on-task behavior. An ABAB withdrawal design was used to evaluate the effects of the tootling package on classwide and target students' rates of positive peer reporting and on-task behavior. Cluster sampling was employed to select a total of 10 classes for this study. Five intact regular education elementary classrooms were chosen across grade levels to serve as the experimental group. Two target students identified by each classroom teacher as having behavior and/or academic difficulties were participants in the study. This 21-day intervention was implemented in a Chapter I elementary school, located within a low-income suburb in a large metropolitan area in the southwestern United States. The students were in kindergarten through fourth grade and ranged in age from 5 to 9.6 years. Specific target behaviors were identified for each participant (e.g. out-of-place behavior, inappropriate noise). The collected data for each of the 10 elementary school target students in this study included (a) percentage of on-task behavior, (b) percentage of target behavior, and (c) individual tootle counts. Also included in data collection were class wide tootle counts. Teacher procedural integrity data was also obtained. Results revealed that during the tootling intervention phase, in which group contingency and feedback procedures were implemented, on-task behavior increased and the mean number of individual and class wide tootles increased. Decreases in on-task behavior and mean tootles were observed during the second baseline phase. Limitations associated with the current study, implications for implementation in alternative education settings and future research are discussed.
Title: Life and Business Coach & Leadership Development Expert
Research Topic: Increasing positive peer reporting and on-task behavior using a peer monitoring interdependent group contingency program with public posting
Institution: Mississippi State University
Committee Chair: Dr. Carlen Henington,
Abstract: The purpose of this study was to empirically evaluate the effects of a positive peer reporting package, namely the "Duck, Duck Tootle Intervention Program" on on-task behavior of target students and classwide on-task behavior. An ABAB withdrawal design was used to evaluate the effects of the tootling package on classwide and target students' rates of positive peer reporting and on-task behavior. Cluster sampling was employed to select a total of 10 classes for this study. Five intact regular education elementary classrooms were chosen across grade levels to serve as the experimental group. Two target students identified by each classroom teacher as having behavior and/or academic difficulties were participants in the study. This 21-day intervention was implemented in a Chapter I elementary school, located within a low-income suburb in a large metropolitan area in the southwestern United States. The students were in kindergarten through fourth grade and ranged in age from 5 to 9.6 years. Specific target behaviors were identified for each participant (e.g. out-of-place behavior, inappropriate noise). The collected data for each of the 10 elementary school target students in this study included (a) percentage of on-task behavior, (b) percentage of target behavior, and (c) individual tootle counts. Also included in data collection were class wide tootle counts. Teacher procedural integrity data was also obtained. Results revealed that during the tootling intervention phase, in which group contingency and feedback procedures were implemented, on-task behavior increased and the mean number of individual and class wide tootles increased. Decreases in on-task behavior and mean tootles were observed during the second baseline phase. Limitations associated with the current study, implications for implementation in alternative education settings and future research are discussed.
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