Dissertation/Thesis Abstract

Self-Monitoring Strategy with a Cross-Age Peer Mentoring Component for the Disruptive Behaviors of Young Students with Emotional and Behavioral Disabilities
by McLaurin, Trent, Ph.D., George Mason University, 2016, 143; 10246866
Abstract (Summary)

Students receiving special education services for an emotional and/or behavioral disorder (EBD) have shown minimal gains academically and behaviorally in longitudinal studies conducted since the 1980’s (Bradley, Doolittle, & Bartolotta, 2008). The purpose of this study was to investigate the functional relation of a self-monitoring strategy with a cross-aged peer-mentoring intervention on the disruptive behaviors of elementary students with EBD who struggle to regulate their behaviors in the classroom. This study used a multiple-baseline across participants and changing conditions combined design to investigate the functional relation of self-monitoring with a cross-age peer mentor component for students with EBD. The results from this study did not indicate a functional relation between the use of a self-monitoring checklist and the use of a self-monitoring checklist with a cross-age peer mentoring component. However, there were promising components to continue to build on intervention research for students with EBD.

Indexing (document details)
Advisor: Regan, Kelley
Commitee: Evmenova, Anna, Pinkelman, Sarah
School: George Mason University
Department: Education
School Location: United States -- Virginia
Source: DAI-A 78/06(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational sociology, Elementary education, Special education
Keywords: African-American, EBD, Emotional disabilities, Peer-mentoring, Self-monitoring, Special education
Publication Number: 10246866
ISBN: 9781369551532
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