Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2001
Thesis Director
Kevin Jones
Abstract
This investigation examined the effectiveness of positive peer reporting (PPR) on increasing the social involvement behavior and peer acceptance of four socially withdrawn children within a general education setting. PPR is a social skills intervention where children are taught how to publicly praise a target classmate's appropriate behavior. The positive peer reporting procedure was implemented daily by each participant's classroom teacher and its effects were observed during recess using behavioral observations. The results indicated that PPR had no effect on peer status. However, results from the behavioral observations indicated that three of the participants exhibited higher rates of social involvement behavior after the procedure was implemented. Additional findings and implications for future research are also discussed.
Recommended Citation
Moroz, Kristyn B., "The Effects of Positive Peer Reporting on Children's Social Involvement" (2001). Masters Theses. 1576.
https://thekeep.eiu.edu/theses/1576
