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Self-Monitoring Strategy with a Cross-Age Peer Mentoring Component for the Disruptive Behaviors of Young Students with Emotional and Behavioral Disabilities

<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&rsquo;s (Bradley, Doolittle, &amp; 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>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10246866
Date02 February 2017
CreatorsMcLaurin, Trent
PublisherGeorge Mason University
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

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