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A COMPARISON OF TWO INTERVENTION ROLES: PEER MONITOR AND POINT EARNER
Author(s) -
Stern George W.,
Fowler Susan A.,
Kohler Frank W.
Publication year - 1988
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1988.21-103
Subject(s) - intervention (counseling) , psychology , contingency management , peer group , point (geometry) , developmental psychology , task (project management) , clinical psychology , social psychology , mathematics , psychiatry , geometry , management , economics
Two fifth‐grade students' high levels of off‐task and disruptive behavior decreased rapidly during an intervention in which they were appointed peer monitors or point earners. The children worked in dyads in which one child served as a peer monitor and the other child earned points from his or her monitor for good behavior. Points were accumulated as part of a group contingency. We introduced the two appointments in an independent math period and alternated the appointments across days. The peer monitor and point earner roles, when alternated on an every‐other‐day basis, were equally effective in reducing the students' inappropriate behavior. Furthermore, their behavior during intervention fell well within the range of inappropriate behavior levels exhibited by classmates. The speed with which both students completed their math problems increased during both appointments. The accuracy of their academic work, however, varied; one student improved slightly and the other student decreased slightly in accuracy.