Facilitating Mainstreaming of Students with Behavioral Disorders Using Classwide Peer Tutoring

Bell, Kenneth E.; Young, K. Richard; Blair, Martin E.; Nelson, R. Brett

doi:10.1080/02796015.1990.12087358

Cited by 25 publications

(22 citation statements)

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“…Four studies only included students with EBD (i.e., George, 2010; Hughes et al, 1993; Skinner et al, 1992; Spencer et al, 2003). Of the remaining 13 studies, only three included disaggregated outcomes for students with EBD in their results (i.e., Bell et al, 1990; Head et al, 2011; Wolery et al, 1991). All but one study (i.e., Madigan, 1993) reported the sex of their participants.…”

Section: Resultsmentioning

confidence: 99%

“…Of the 636 participants included in the remaining 16 studies, 382 (60.01%) were male. Two studies did not report information on participants’ race/ethnicity (i.e., Bell et al, 1990; Madigan, 1993). Among the studies including this information, a variety of racial/ethnic backgrounds were represented in the studies, including Caucasian (51.79%), African American (19.29%), Hispanic/Latino (13.39%), Asian (11.07%), Multiracial (4.11%), and Native American (0.35%).…”

Section: Resultsmentioning

confidence: 99%

“…The most commonly used intervention across the 17 studies was a form of peer tutoring, which was utilized in six studies (i.e., Bell et al, 1990; Maheady, Harper, & Sacca, 1988; Maheady, Sacca, & Harper, 1988; Mastropieri et al, 2003; Scruggs et al, 2012; Spencer et al, 2003). Cognitive organizers were used in three studies (i.e., Boon, Burke, Fore, & Hagan-Burke, 2006; Boon, Burke, Fore, & Spencer, 2006; Boon et al, 2005).…”

Section: Resultsmentioning

confidence: 99%

“…Of the 17 studies included in the meta-analysis, three (i.e., Boon et al, 2005; George, 2010; Madigan, 1993) used ineligible designs (e.g., within-participants) for evaluation against WWC standards. Of the 14 remaining studies (see Tables 3 and 4), six met WWC standards (i.e., Boon, Burke, Fore, & Spencer, 2006; Head et al, 2011; Okolo & Ferretti, 1996; Scruggs et al, 2012; Skinner et al, 1992; Swanson et al, 2015), four met WWC standards with reservations (i.e., Boon, Burke, Fore, & Hagan-Burke, 2006; Maheady, Harper, & Sacca, 1988; Mastropieri et al, 2003; Spencer et al, 2003), and four (all of which utilized SCD methods and were published before the WWC standards were made available) did not meet WWC standards (i.e., Bell et al, 1990; Hughes et al, 1993; Maheady, Sacca, & Harper, 1988; Wolery et al, 1991). All studies were assigned a final rating based on the highest rating obtained.…”

Section: Resultsmentioning

confidence: 99%

“…Reliability was 100%. A total of 16 peer-reviewed journal articles (i.e., Bell, Young, Blair, & Nelson, 1990; Boon, Burke, Fore, & Hagan-Burke, 2006; Boon, Burke, Fore, & Spencer, 2006; Boon, Fore, Ayres, & Spencer, 2005; George, 2010; Head, Collins, Schuster, & Ault, 2011; Hughes, Deshler, Ruhl, & Schumaker, 1993; Maheady, Harper, & Sacca, 1988; Maheady, Sacca, & Harper, 1988; Mastropieri, Scruggs, Spencer, & Fontana, 2003; Okolo & Ferretti, 1996; Scruggs, Mastropieri, & Marshak, 2012; Skinner, Belfiore, & Pierce, 1992; Spencer, Scruggs, & Mastropieri, 2003; Swanson, Wanzek, Vaughn, Roberts, & Fall, 2015; Wolery, Cybriwsky, Gast, & Boyle-Gast, 1991) and one dissertation (i.e., Madigan, 1993) met inclusion criteria.…”

Section: Methodsmentioning

confidence: 99%

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Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

et al. 2019

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The importance of social studies and civics education is increasing, as evidenced by the growing number of states requiring coursework in this area for graduation and its growing presence in school accountability frameworks. Social studies instruction is critical for all students so that they may understand their roles, rights, and responsibilities as citizens and how their actions can influence their communities. Students who exhibit antisocial behaviors, such as those with emotional and behavioral disorders (EBD), may especially benefit from social studies and civics education as it promotes college and career readiness and provides opportunities to engage in social problem solving and perspective taking. The purpose of this study was to systematically review the social studies and civics intervention research for students with EBD. We sought to describe and evaluate the extant literature, identify promising practices, and suggest areas for future research. A total of 17 intervention studies were identified. Overall, 10 out of the 17 studies met What Works Clearinghouse Design Standards with or without reservations. Eight of the 10 studies were eligible for effect size calculation, resulting in an overall large effect ( g = 0.83). Study limitations, implications for school practice, and directions for research are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

et al. 2019

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A Systematic Review of Peer Tutoring Interventions for Students with Disabilities

Talbott¹,

Trzaska²,

Zurheide³

2017

The Wiley Handbook of Diversity in Special Education

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Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures.

Roseth

Johnson

2008

Psychological Bulletin

628

398

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Emphasizing the developmental need for positive peer relationships, in this study the authors tested a social-contextual view of the mechanisms and processes by which early adolescents' achievement and peer relationships may be promoted simultaneously. Meta-analysis was used to review 148 independent studies comparing the relative effectiveness of cooperative, competitive, and individualistic goal structures in promoting early adolescents' achievement and positive peer relationships. These studies represented over 8 decades of research on over 17,000 early adolescents from 11 countries and 4 multinational samples. As predicted by social interdependence theory, results indicate that higher achievement and more positive peer relationships were associated with cooperative rather than competitive or individualistic goal structures. Also as predicted, results show that cooperative goal structures were associated with a positive relation between achievement and positive peer relationships. Implications for theory and application are discussed.

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Facilitating Mainstreaming of Students with Behavioral Disorders Using Classwide Peer Tutoring

Cited by 25 publications

References 0 publications

Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

A Systematic Review of Peer Tutoring Interventions for Students with Disabilities

Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures.

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