Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Developing Peer Mediated Interventions for Secondary Students with Emotional and Behavioral Disorders

  • Danielle Feeney, M.Ed. (Author) University of Nevada, Las Vegas image/svg+xml
    Danielle Feeney, M.Ed., is a doctoral student at the University of Nevada, Las Vegas, 4505 South Maryland Parkway, Las Vegas, NV, 89154. Her research interests include academic and behavioral supports for students with emotional behavioral disorders, students with learning disabilities, and English Language Learners.
DOI
https://doi.org/10.64546/jaasep.376
Abstract
Social skills training has become a major focus for improving the lives of individuals with disabilities. Students with emotional and behavioral disorders often lack the social skills necessary to build and maintain positive relationships with others and require individualized training to appropriately engage across all settings. Despite the growth of research in this topic, there is little known about the efficacy of peer-mediated interventions for high school students who have emotional and behavioral disorders. Peer mediators act as models and supports for students with emotional and behavioral disorders by providing cues, feedback, and praise. This paper suggests ways that classroom teachers can develop peer-mediated interventions at a secondary level.
Keywords
Behavior Disorders, Emotional Disturbances, High School Students, Intervention, Peer Mediation, Program Development
References

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There are 18 references in total.
How to Cite
Feeney, D. (2018). Developing Peer Mediated Interventions for Secondary Students with Emotional and Behavioral Disorders. Journal of the American Academy of Special Education Professionals, 13(3), 102-112. https://doi.org/10.64546/jaasep.376

Fall 2018

Article Information

  • Article Type Articles
  • Submitted September 23, 2018
  • Published October 15, 2018
  • Issue Fall 2018
  • Section Articles
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