This study investigates the effects of peer coaching, a peer-mediated intervention package, on the positive social behaviors of children with Attention Deficit Hyperactivity Disorder (ADHD). A single-subject, ABAB design is used with 3 elementary-aged students in grades 3 and 5. Following a baseline period, peer coaching activities are introduced, which involve daily social goal setting, the coach providing feedback, and both students rating the performance of the focus student in order to earn a weekly reward. The students are supervised by an adult during a weekly meeting. A return to baseline phase follows the first peer coaching phase. The final phase of the study includes a re-introduction of the peer coaching activities. Results suggest that the peer coaching package led to improvements in positive social behaviors during recess for 2 out of 3 students. Contributions to current literature are discussed and implications for future studies are provided.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-4689 |
| Date | 01 January 2007 |
| Creators | Plumer, Pamela J |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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