The Effects of a Peer-Mediated Positive Behavior Support Program on Socially Appropriate Classroom Behavior.

Abstract This study explored the results of aligning functional behavioral assessment (FBA) information with positive behavior support plans (PBS plans) designed with consideration for teacher acceptability. The independent variable had the three major components of a package, including assessment and planning (FBA), training (teachers, students, and peers) and student interventions (PBS plans). The student PBS plans included a combination of self-monitoring, teacher-peer mediated support, and positive reinforcement including praise and a token economy. Same age peers were used as change agents to mediate these PBS plans that had been designed for 2 male third grade students who were at-risk for social and academic failure. The effects of this package were examined in relationship to a response class of socially appropriate classroom behaviors. Single subject ABAB designs were used to evaluate the student interventions. The at-risk students showed immediate, marked improvement in their socially appropriate classroom behavior; treatment gains maintained as reinforcement was thinned. Social validity was measured by social comparison with a normative sample of same-aged students and subjectively by the teachers, students, and peers who participated. ********** Educators throughout the United States work to establish safe, secure, and orderly schools, with classrooms that are conducive to learning (Sugai & Horner, 2001; Utley, Kozleski, Smith, & Draper, 2002; Young, Marchant, & Wilder, 2003). However, increased bullying, aggression, rule infractions, defiance of authority, class disruptions, and other forms of antisocial behavior are prevalent which causes concern for the safety of children (Lane, Gresham, & O'Shaughnessy, 2002; Mayer, 1995; Walker, Colvin, & Ramsey, 1995; Walker et al., 1998). Many of these trends are manifest in young people as behavioral and emotional disorders, which impact not only students in the schools but also faculty, staff, and families (Algozzine & Kay, 2002; Lane, et al., 2002). One reflection of these trends is that teachers and administrators often report disruptive and aggressive student behavior as their foremost challenge and concern (Kauffman, Mostert, Trent, & Hallahan, 1998; Rhode, Jenson, & Reavis, 1992; Walker & Sylwester, 1998). Educators often feel insufficiently trained to deal with the disruptions, defiance, threats, bullying and aggression with which they are confronted each day (Artesani & Mallar, 1998). This frustration is often complicated when students with, or those at-risk for, behavior disorders are placed in inclusive settings where teachers may have little expertise in managing students with challenging problem behavior (Kauffman, 2001; Walker, et al., 1995). In fact, the issue of inclusion, particularly inclusion of students with behavior disorders along with its challenges, has received considerable attention in the professional literature (Braatan, et al., 1988; Hardman, Drew, & Egan, 2002; Kauffman & Lloyd, 1995). Intervening early with students who show signs of being at-risk for behavior disorders by providing additional support services can do much to avoid inappropriately placing the at-risk student in special education (Hardman, et al., 2002). Not only do support services aid in student success, but they also help teachers effectively deal with students with challenging behavior by providing them with successful interventions. Teachers today seek intervention strategies for children with behavior problems--strategies that are effective and feasible in the amount of time, expertise, and financial resources needed to obtain positive results (Mitchem & Young, 2001). The time required to implement a strategy is cited as a leading criterion for teachers in selecting behavioral interventions (Martens, Witt, Elliott, & Darveau, 1985; Weigle, 1997). For an approach to be accepted by teachers, counselors, school psychologists, and other school personnel, users must trust it produces positive results, is "user friendly", time-efficient, and requires limited expertise and training. …