Abstract
Peer-mediated interventions (PMIs) have been shown to be effective for increasing adaptive social and academic behaviours of children and youth. Although PMI efficacy is generally well supported, there have been relatively few published intervention studies that focus on elementary, middle and high school students with emotional and behavioural disorders (EBD). The present review examines selected empirical literature in order to identify characteristics and relative efficacy of PMI. Findings of 12 peer-reviewed journal papers including research designs and outcomes were examined. Results provide support for the efficacy of PMI for improving behavioural and social skills of students with EBD. Recommendations include further research on PMI for high school students and longitudinal research of PMI.
| Original language | English |
|---|---|
| Pages (from-to) | 120-129 |
| Number of pages | 10 |
| Journal | Journal of Research in Special Educational Needs |
| Volume | 15 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2015 Apr 1 |
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All Science Journal Classification (ASJC) codes
- Education
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Peer-mediated interventions with elementary and secondary school students with emotional and behavioural disorders : A literature review. / Kaya, Cahit; Blake, John; Chan, Fong.
In: Journal of Research in Special Educational Needs, Vol. 15, No. 2, 01.04.2015, p. 120-129.Research output: Contribution to journal › Article
TY - JOUR
T1 - Peer-mediated interventions with elementary and secondary school students with emotional and behavioural disorders
T2 - A literature review
AU - Kaya, Cahit
AU - Blake, John
AU - Chan, Fong
PY - 2015/4/1
Y1 - 2015/4/1
N2 - Peer-mediated interventions (PMIs) have been shown to be effective for increasing adaptive social and academic behaviours of children and youth. Although PMI efficacy is generally well supported, there have been relatively few published intervention studies that focus on elementary, middle and high school students with emotional and behavioural disorders (EBD). The present review examines selected empirical literature in order to identify characteristics and relative efficacy of PMI. Findings of 12 peer-reviewed journal papers including research designs and outcomes were examined. Results provide support for the efficacy of PMI for improving behavioural and social skills of students with EBD. Recommendations include further research on PMI for high school students and longitudinal research of PMI.
AB - Peer-mediated interventions (PMIs) have been shown to be effective for increasing adaptive social and academic behaviours of children and youth. Although PMI efficacy is generally well supported, there have been relatively few published intervention studies that focus on elementary, middle and high school students with emotional and behavioural disorders (EBD). The present review examines selected empirical literature in order to identify characteristics and relative efficacy of PMI. Findings of 12 peer-reviewed journal papers including research designs and outcomes were examined. Results provide support for the efficacy of PMI for improving behavioural and social skills of students with EBD. Recommendations include further research on PMI for high school students and longitudinal research of PMI.
UR - http://www.scopus.com/inward/record.url?scp=84961359272&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84961359272&partnerID=8YFLogxK
U2 - 10.1111/1471-3802.12029
DO - 10.1111/1471-3802.12029
M3 - Article
AN - SCOPUS:84961359272
VL - 15
SP - 120
EP - 129
JO - Journal of Research in Special Educational Needs
JF - Journal of Research in Special Educational Needs
SN - 1471-3802
IS - 2
ER -