Peer-mediated interventions with elementary and secondary school students with emotional and behavioural disorders: A literature review

Cahit Kaya, John Blake, Fong Chan

Research output: Contribution to journalArticle

5 Citations (Scopus)

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 languageEnglish
Pages (from-to)120-129
Number of pages10
JournalJournal of Research in Special Educational Needs
Volume15
Issue number2
DOIs
Publication statusPublished - 2015 Apr 1

Fingerprint

elementary school
secondary school
student
literature
school
research planning

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{53cf8d6522b9454e86d24a6b34d9625e,
title = "Peer-mediated interventions with elementary and secondary school students with emotional and behavioural disorders: A literature review",
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.",
author = "Cahit Kaya and John Blake and Fong Chan",
year = "2015",
month = "4",
day = "1",
doi = "10.1111/1471-3802.12029",
language = "English",
volume = "15",
pages = "120--129",
journal = "Journal of Research in Special Educational Needs",
issn = "1471-3802",
publisher = "Wiley-Blackwell",
number = "2",

}

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 -