Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Kwang-Sun Cho Blair, Ph.D., BCBA-D
Raymond G. Miltenberger, Ph.D., BCBA-D
Kimberly Crosland, Ph.D., BCBA-D
behavioral skills training, peer tutoring, schools, appropriate responding
As bullying continues to be a growing problem in schools, research is needed to further evaluate the effectiveness of current bullying prevention and intervention programs for children with disabilities. The peer-mediated intervention (PMI) is an evidence-based practice that has been successful in teaching social skills to children with disabilities. PMI literature can be extended by exploring and evaluating its effectiveness in teaching bullying safety skills to children with disabilities. The current study examined the use of PMI to teach children with disabilities bullying safety skills with four students (2 peers and 2 learners) in grades kindergarten and third grade. Typically developing peers were trained to teach children with disabilities, using behavioral skills training, on how to use bullying safety skills. The impact of the PM bullying safety skills intervention on target children’s use of bullying safety skills was evaluated using a nonconcurrent multiple-baseline across participants design. The results indicated that the learners successfully acquired the bullying safety skills when trained by a peer. The limited maintenance data shows that the learners likely did not maintain the skill over time. Results from the social validity questionnaires showed the intervention was highly acceptable to the learners, peers, and their teachers.
Scholar Commons Citation
Trapani, Jennifer Leigh, "Using a Peer-Mediated Bullying Safety Skills Intervention for Children with Disabilities" (2021). USF Tampa Graduate Theses and Dissertations.