<p> 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.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10246866 |
| Date | 02 February 2017 |
| Creators | McLaurin, Trent |
| Publisher | George Mason University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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