The Effects of Positive Peer Reporting on Children\u27s Social Involvement

This investigation examined the effectiveness of positive peer reporting (PPR) on increasing the social involvement behavior and peer acceptance of four socially withdrawn children within a general education setting. PPR is a social skills intervention where children are taught how to publicly praise a target classmate\u27s appropriate behavior. The positive peer reporting procedure was implemented daily by each participant\u27s classroom teacher and its effects were observed during recess using behavioral observations. The results indicated that PPR had no effect on peer status. However, results from the behavioral observations indicated that three of the participants exhibited higher rates of social involvement behavior after the procedure was implemented. Additional findings and implications for future research are also discussed

Schoolwide Application of Positive Behavior Support in an Urban High School:. Journal Of Positive Behavior Interventions

Abstract: The nuances of the application of schoolwide positive behavior supports (PBS) in an urban high school setting were investigated. Impact of implementation was measured using qualitative interviews and observations, including the School-wide Evaluation Tool (SET), Effective Behavior Support Survey, Student Climate Survey, and office disciplinary referrals. The results indicated that schoolwide PBS was implemented in an urban high school setting with some success. The overall level of implementation of PBS reached 80% as measured by the SET. Staff and teachers increased their level of perceived priority for implementing PBS in their school. A decrease in monthly discipline referrals to the office and the proportion of students who required secondary and tertiary supports was noted. These findings seem to indicate that PBS may be an important process for improving outcomes for teachers and students in urban high school settings

The Effects of Positive Peer Reporting on Children\u27s Social Involvement

This investigation examined the effectiveness of positive peer reporting (PPR) on increasing the social involvement behavior and peer acceptance of four socially withdrawn children within a general education setting. PPR is a social skills intervention where children are taught how to publicly praise a target classmate\u27s appropriate behavior. The positive peer reporting procedure was implemented daily by each participant\u27s classroom teacher and its effects were observed during recess using behavioral observations. The results indicated that PPR had no effect on peer status. However, results from the behavioral observations indicated that three of the participants exhibited higher rates of social involvement behavior after the procedure was implemented. Additional findings and implications for future research are also discussed