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Abstract
The effects of structured peer praise on the social involvement of 3 socially withdrawn children were examined. Each child's teacher implemented Positive Peer Reporting (PPR), which consisted of rewarding classmates for publicly praising the social behavior of the participant during brief, daily sessions. A multiple baseline design with a reversal phase was used to evaluate the effects of PPR on observed levels of social involvement during recess. Results indicated that PPR was effective for all 3 children. Teacher ratings of the procedure indicated high treatment acceptability. The findings support the use of peers as sources of positive reinforcement for the prosocial behavior of at-risk children.
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Notes on contributors
Kristyn B. Moroz
Kristyn B. Moroz, Ed.S., received her specialist degree from Eastern Illinois University in 2001 and is currently employed with West Aurora School District #129. Her primary research interest is in the assessment and treatment of social skills.
Kevin M. Jones
Kevin M. Jones, Ph.D., received his doctorate in Psychology (School Psychology) from Louisiana State University in 1996 and is an Assistant Professor at the University of Cincinnati. His research interests are in the areas of functional assessment and school-based behavioral consultation.