A COMPARISON OF TWO INTERVENTION ROLES: PEER MONITOR AND POINT EARNER

George W. Stern, Susan A. Fowler, Frank W. Kohler

Research output: Contribution to journalArticle

Abstract

Two fifth-grade students' high levels of off-task and disruptive behavior decreased rapidly during an intervention in which they were appointed peer monitors or point earners. The children worked in dyads in which one child served as a peer monitor and the other child earned points from his or her monitor for good behavior. Points were accumulated as part of a group contingency. We introduced the two appointments in an independent math period and alternated the appointments across days. The peer monitor and point earner roles, when alternated on an every-other-day basis, were equally effective in reducing the students' inappropriate behavior. Furthermore, their behavior during intervention fell well within the range of inappropriate behavior levels exhibited by classmates. The speed with which both students completed their math problems increased during both appointments. The accuracy of their academic work, however, varied; one student improved slightly and the other student decreased slightly in accuracy.

Original languageEnglish (US)
Pages (from-to)103-109
Number of pages7
JournalJournal of Applied Behavior Analysis
Volume21
Issue number1
DOIs
StatePublished - Jan 1 1988
Externally publishedYes

Keywords

  • alternating treatment
  • classroom behavior
  • group contingencies
  • peers
  • peer‐mediated intervention

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

Fingerprint Dive into the research topics of 'A COMPARISON OF TWO INTERVENTION ROLES: PEER MONITOR AND POINT EARNER'. Together they form a unique fingerprint.

  • Cite this