By Tiffany Field (auth.), Phillip S. Strain (eds.)
ISBN-10: 148992180X
ISBN-13: 9781489921802
ISBN-10: 1489921826
ISBN-13: 9781489921826
Since the early 1800's, kids were taught and inspired to operate as educational brokers for his or her school room friends. in spite of the fact that, it was once no longer until eventually the decade that peer-mediated intervention was once studied in a rigorous, systematic model. the aim of this edited quantity is to supply an updated and entire account of empirical learn that addresses the final efficacy of school room friends as habit switch brokers. because of numerous social and criminal advancements, corresponding to the passage of Public legislation 94-142 and its accompanying call for for indi vidualized guideline, peer-mediated interventions appear more likely to prolif erate. As i've got famous in other places (Strain, this volume), shut adherence to the main of individualized programming has rendered out of date the "adults in simple terms" version of lecture room guide. even if the usage of affiliates within the educational procedure involves be seen through university team of workers as a favorable adjunct to day-by-day lecture room practices relies in huge mea certain on our skill to scrupulously layout, behavior, and speak the findings of utilized learn. I belief that this quantity will functionality either to thoroughly converse current findings and to stimulate extra research. My colleagues who've generously contributed their time and talent to this quantity have my inner most appreciation. they've got played their a number of projects in a well timed, specialist demeanour and, in my view, have supplied enormous perception into the issues and potentials of comrades as educational agents.
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Unpublished doctoral dissertation, University of Delaware, 1971. J. The moral judgment of the child. : Free Press, 1932. Piaget, J. Play, dreams and imitation in childhood. New York: W. W. Norton, 1951. Piaget, Pulaski-Spencer, M. A. Playas a function of toy structure and fantasy predisposition. Child Development, 1970,41, 531-537. Ragland, E. , Kerr, M. , & Strain, P. S. Behavior of withdrawn autistic children: Effects of peer social interactions. Behavior Modification, 1978, 2, 56~578. Ramey, C.
Growth of social play with peers during the second year of life. Developmental Psychology, 1975,11, 42-49. Elkins, D. Some factors related to the choice status of ninety eighth grade children in a school society. Genetic Psychology Monographs, 1958,58, 207-272. , Cocking, R. , & Sigel, I. E. Relationships between cognitive and social functioning in preschool children. Developmental Psychology, 1979,15, 495-504. Fagot, B. I. Influence of teacher behavior in the preschool. Deve/vpmental Psychology, 1973,9, 198-206.
Older children are more effective models than younger children (Peifer, 1971). Social reinforcement is more effective when delivered by either an older or a younger child than when delivered by an age-mate (Ferguson, 1965). Children are noted to contribute more to group problem-solving efforts in mixed- than in same-age situations (Graziano, French, Brownell, & Hartup, 1976). Reciprocal imitations occur more frequently among older-younger age dyads (Thelen & Kirkland, 1976); and since imitation is noted to be both a potent initiator and sustainer of interactions (Lubin & Field, 1980) this fact may contribute to the differences in frequency of interactions between mixed-age and same-age groups.
The Utilization of Classroom Peers as Behavior Change Agents by Tiffany Field (auth.), Phillip S. Strain (eds.)
by Kenneth
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