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Abstract
Positive peer reporting (PPR) is a peer-mediated intervention that involves teaching and rewarding peers for providing descriptive praise during structured daily sessions. PPR has been used in residential facilities to improve social acceptance, increase prosocial behaviors, and decrease negative interactions of youth identified as peer rejected. Few studies have evaluated the use of PPR in general education classrooms with younger students. The purpose of this investigation was to evaluate the effectiveness of PPR with preschool children. PPR was implemented in Head Start classrooms in order to evaluate its effectiveness in improving social acceptance and decreasing negative behaviors of three children who were identified as being peer rejected. An ABA multiple-baseline, across-participants design with a followup probe was used to evaluate the effectiveness of PPR. For 2 of the 3 children, PPR reduced the negative behaviors in the classroom setting. One week of PPR also increased the social acceptance ratings of 1 of the 3 children with a moderate effect size. The findings suggest that PPR may be a time-efficient and promising intervention to improve peer relations in preschool settings.
This article was accepted under the editorialship of Dr. Charles A. Maher.