The Utilization of Classroom Peers as Behavior Change Agents

372 Pages·1981·12.22 MB·English

by  Tiffany Field (auth.)

The Utilization of
Classroom Peers
as Behavior
Change Agents
APPLIED CLINICAL PSYCHOLOGY
Series Editors: Alan S. Bellack and Michel Hersen
University of Pittsburgh, Pi/lsburgh, Pennsylvania
PARTIAL HOSPITALIZATION: A Current Perspective
Edited by Raymond F. Luber
HANDBOOK OF MARITAL THERAPY: A Positive Approach to Helping
Troubled Relationships
Robert P. Liberman, Eugenie G. Wheeler, Louis A.J.M. DeVisser, Julie
Kuehnel, and Timothy Kuehnel
PERFECTING SOCIAL SKILLS: A Guide to Interpersonal Behavior
Development
Richard M. Eisler and Lee W. Frederiksen
HANDBOOK OF BEHAVIOR MODIFICATION WITH THE MENT ALL Y
RETARDED: Future Perspedives in Behavior Therapy
Edited by Johnny L. Matson and John R. McCartney
THE UTILIZATION OF CLASSROOM PEERS AS BEHAVIOR CHANGE
AGENTS
Edited by Phillip S. Strain
FUTURE PERSPECTIVES IN BEHAVIOR THERAPY
Edited by Larry Michelson, Michel Hersen, and Samuel Turner
CLINICAL BEHAVIOR THERAPY WITH CHILDREN
Thomas Ollendick and James A. Cerny
A Continuation Order Plan is available for this series. A continuation order will bring delivery of
each new volume immediately upon publication. Volumes are billed only upon actual shipment.
For further information please contact the publisher.
The Utilization of
Classroom Peers
as Behavior
Change Agents
Edited by
Phillip S. Strain
Western Psychiatric Institute and Clinic
University of Pittsburgh
Pittsburgh, Pennsylvania
Springer Science+Business Media, LLC
Library of Congress Cataloging in Publication Data
Main entry under title:
The Utilization of classroom peers as behavior change agents.
(Applied clinical psychology)
Bibliography: p.
Includes index.
1. Peer-group counseling of students—Addresses, essays, lectures. 2. Peer-grou p tutor­
ing of students—Addresses, essays, lectures. I. Strain, Phillip S. II. Series.
LB1027.5.U85 371.4'044 81-1733
ISBN 978-1-4899-2182-6 AACR2
ISBN 978-1-4899-2182-6 ISBN 978-1-4899-2180-2 (eBook)
DOI 10.1007/978-1-4899-2180-2
©1981 Springer Science+Business Media New York
Originally published by Plenum Press, New York in 1981
Softcover reprint of the hardcover 1st edition 1981
All rights reserved
No part of this book may be reproduced, stored in a retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, microfilming,
recording, or otherwise, without written permission from the Publisher
To all the children who have graciously and competently served as instructional agents
for their classroom peers
And to Heidi, who taught so many to love and care
Contributors
Tony Apolloni, Ph. D., California Institute of Human Services, Sonoma
State University, Rohnert Park, California
Thomas P. Cooke, Ph. D., California Institute of Human Services, Sonoma
State University, Rohnert Park, California
Tiffany Field, Ph. D., Departments of Pediatrics and Psychology, Univer
sity of Miami Medical School, Miami, Florida
Michael Gerber, M.A., Department of Special Education, University of
Virginia, Charlottesville, Virginia
Charles R. Greenwood, Ph. D., Bureau of Child Research and Departments
of Special Education and Human Development, University of Kan
sas, Lawrence, Kansas
Michael J. Guralnick, Ph. D., The Nisonger Center, The Ohio State Univer
sity, Columbus, Ohio
Hyman Hops, Ph. D., Oregon Research Institute, Eugene, Oregon
Alan E. Kazdin, Ph. D., Department of Psychiatry, Western Psychiatric
Institute and Clinic, University of Pittsburgh School of Medicine,
Pittsburgh, Pennsylvania
James M. Kauffman, Ph. D., Department of Special Education, University
of Virginia, Charlottesville, Virginia
Mary Margaret Kerr, Ed. D., Western Psychiatric Institute and Clinic,
University of Pittsburgh School of Medicine, Pittsburgh, Pennsyl
vania
vii
viii CONTRIBUTORS
Charles A. Peck, M. A. Department of Special Education, University of
California at Santa Barbara, Santa Barbara, California
Elizabeth U. Ragland, Ed. S., Nashville-Metro Public Schools, Nashville,
Tennessee
Philip S. Strain, Ph. D., Western Psychiatric Institute and Clinic, Univer
sity of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
Hill M. Walker, Ph. D., Division of Special Education, College of Educa
tion, University of Oregon, Eugene, Oregon
Clifford C. Young, Ph. D., George Peabody College for Teachers, Vander
bilt University, Nashville, Tennessee
Preface
Since the early 1800's, children have been taught and encouraged to
function as instructional agents for their classroom peers. However, it
was not until the last decade that peer-mediated intervention was studied
in a rigorous, systematic fashion. The purpose of this edited volume is to
provide an up-to-date and complete account of empirical research that
addresses the general efficacy of classroom peers as behavior change
agents.
As a result of various social and legal developments, such as the
passage of Public Law 94-142 and its accompanying demand for indi
vidualized instruction, peer-mediated interventions seem likely to prolif
erate. As I have noted elsewhere (Strain, this volume), close adherence to
the principle of individualized programming has rendered obsolete the
"adults only" model of classroom instruction. Whether the utilization of
peers in the instructional process comes to be viewed by school personnel
as a positive adjunct to daily classroom practices depends in large mea
sure on our ability to carefully design, conduct, and communicate the
findings of applied research. I trust that this volume will function both to
accurately communicate existing findings and to stimulate further study.
My colleagues who have generously contributed their time and skill
to this volume have my deepest appreciation. They have performed their
various tasks in a timely, professional manner and, in my opinion, have
provided considerable insight into the problems and potentials of peers
as instructional agents.
University of Pittsburgh PlllLLlP S. STRAIN
Pittsburgh, Pennsylvania
ix
Contents
CHAPfER ONE Early Peer Relations 1
Tiffany Field
CHAPfERTwo Peer Influences on the Development of Communicative
Competence 31
Michael J. Guralnick
CHAPfER THREE Utilization of Peer Imitation in Therapeutic and
Instructional Contexts 69
Charles A. Peck, Thomas P. Cooke, and Tony Apolloni
CHAPTER FOUR The Use of Peer Social Initiations in the Treatment of
Social Withdrawal 101
Phillip S. Strain, Mary Margaret Kerr, and
Elizabeth U. Ragland
Vicarious Reinforcement and Punishment Processes in
CHAPTERFWE
the Classroom 129
Alan E. Kazdin
Peer Tutoring in Academic Settings 155
CHAPfER SIX
Michael Gerber and James M. Kauffman
CHAPfER SEVEN Group-Oriented Contingencies and Peer Behavior
Change 189
Charles R. Greenwood and Hyman Hops
xi