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Peer-mediated intervention studies on academic achievement for students with EBD: a review.

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Title: Peer-mediated intervention studies on academic achievement for students with EBD: a review.
Authors: Ryan JB (AUTHOR), Reid R (AUTHOR), Epstein MH (AUTHOR)
Source: Remedial & Special Education. Nov/Dec2004, Vol. 25 Issue 6, p330-341. 12p.
Abstract: Research has shown that peer-mediated interventions produce positive academic outcomes for a wide range of students. The authors of this review examined the effectiveness of peer-mediated interventions on the academic functioning of students with emotional and behavior disorders (EBD). Fourteen studies using cross-age, same-age, classwide peer tutoring, or cooperative learning met the criteria set forth for this review. Findings from these studies indicate peer-mediated interventions were successful across academic subject areas and grade levels. However, the participants and settings used within these studies did not accurately reflect the current EBD population's ethnic or gender composition or actual classroom placement. Finally, despite the recent growth in the number of students identified with EBD, the number of research studies investigating academic interventions has declined. [ABSTRACT FROM AUTHOR]
Copyright of Remedial & Special Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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DbLabel: Psychology and Behavioral Sciences Collection
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PubType: Academic Journal
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  Data: Peer-mediated intervention studies on academic achievement for students with EBD: a review.
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  Data: <searchLink fieldCode="AR" term="%22Ryan+JB%22">Ryan JB</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Reid+R%22">Reid R</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Epstein+MH%22">Epstein MH</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Remedial+%26+Special+Education%22">Remedial & Special Education</searchLink>. Nov/Dec2004, Vol. 25 Issue 6, p330-341. 12p.
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research has shown that peer-mediated interventions produce positive academic outcomes for a wide range of students. The authors of this review examined the effectiveness of peer-mediated interventions on the academic functioning of students with emotional and behavior disorders (EBD). Fourteen studies using cross-age, same-age, classwide peer tutoring, or cooperative learning met the criteria set forth for this review. Findings from these studies indicate peer-mediated interventions were successful across academic subject areas and grade levels. However, the participants and settings used within these studies did not accurately reflect the current EBD population's ethnic or gender composition or actual classroom placement. Finally, despite the recent growth in the number of students identified with EBD, the number of research studies investigating academic interventions has declined. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Remedial & Special Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov/Dec2004
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