Graduation Year
2023
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Catia Cividini-Motta, Ph.D.
Committee Member
Kimberly Crosland, Ph.D.
Committee Member
Kwang-Sun Blair, Ph.D.
Keywords
EBD, on-task, peer-mediator, schools, self-management, self-monitoring
Abstract
Students with emotional and behavioral disorder (EBD) often face a lot of struggles in the classroom (Didion et al., 2018). This can lead to these individuals not finishing school, not getting jobs, etc (Cumblad et al., 1995). Not only is it an issue for the students themselves, but they often engage in disruptive behaviors that disturb their peers and RBTs (Adera & Bullock, 2010; Gottfried & Harven, 2014). Many interventions have been used to increase academic engagement and decrease disruptive behaviors in the classroom for students with EBD, including self-monitoring strategies and peer-mediated interventions. However, regarding studies evaluating self-monitoring interventions for students with EBD, few studies have evaluated peer-mediated self-monitoring interventions for students with EBD. Therefore, the purpose of this study was to evaluate the effects of a peer-mediated self-monitoring intervention on disruptive behavior and task completion for students with or at risk for an EBD. Results indicate that self-monitoring with the inclusion of a peer mediator was effective at decreasing disruptive behavior and increasing task completion for three students at risk for EBD.
Scholar Commons Citation
Gural, Isabella, "Evaluating Self-Monitoring of Performance with a Peer Component on Disruptive Behavior and Task Completion of Students with Emotional and Behavioral Disorder" (2023). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10044
