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.
|Commitee:||Evmenova, Anna, Pinkelman, Sarah|
|School:||George Mason University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 78/06(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Elementary education, Special education|
|Keywords:||African-American, EBD, Emotional disabilities, Peer-mentoring, Self-monitoring, Special education|
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