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The Effects of a Peer-Mediated Self-Evaluation Procedure on the Recess Behavior of Students with Behavior Problems

J. RON NELSON is an assistant professor in the Department of Applied Psychology at Eastern Washington University. Dr. Nelson earned his PhD in special education from Utah State University. His research focuses on academic and behavioral interventions for students with disabilities and those at risk for school failure. Address: J. Ron Nelson, Department of Applied Psychology, Eastern Washington University, Cheney, WA 99004.

DEBORAH J. SMITH

DEBORAH J. SMITH is a school psychologist in the Medical Lake School District. Dr. Smith earned her PhD in special education from Utah State University. Her research interests center on selfmanagement strategies for students with disabilities.

GEOFF COLVIN

GEOFF COLVIN is a research associate in the Division of Learning and Instructional Leadership at the University of Oregon. Dr. Colvin earned his PhD in special education from the University of Oregon. His research focuses on behavioral interventions for students with behavior problems in general education settings.

The trend in elementary schools to shift recess supervision from certified staff to classified staff has weakened the quality of recess supervision. One approach to remedy this problem is to rely more on the students themselves. The purpose of this study is twofold: (a) to investigate the effects of a self-evaluation procedure on the recess behavior of students with behavior problems and (b) to determine whether the use of peers in the procedure facilitates the generalization of behavioral gains. Following the baseline, a peer-mediated self-evaluation procedure was introduced in the morning recess period according to the time-lagged procedures required by a multiple baseline across subjects design. Results revealed that the procedure produced clear improvements in the recess behavior of the target students. These improvements were maintained throughout all experimental conditions as the self-evaluation procedure was systematically faded. In addition, the treatment effects generalized to an afternoon recess period.

Remedial and Special Education, Vol. 16, No. 2, 117-126 (1995)
DOI: 10.1177/074193259501600206


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