A New Conceptualization of Peer-Mediated Interventions

Author(s):  
Tai A. Collins ◽  
Renee O. Hawkins

This introductory chapter presents an updated and comprehensive conceptualization of peer-mediated interventions based on contemporary research utilizing peers as change agents in schools. The current conceptualization of peer-mediated interventions (PMIs) includes peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. The chapter covers some of the advantages of peer-mediated interventions and provides a framework for the chapters in this volume.

This volume includes a variety of intervention strategies utilizing peers as change agents in school-based interventions. The book presents an updated conceptualization of peer-mediated interventions (PMIs), including peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. Each section includes a chapter describing the research supporting each category of PMI, as well as practical chapters detailing the use of different strategies that fit under each of the categories. The practical chapters describe the common procedures involved in each PMI, recommendations for successful implementation with an equity lens in applied settings, and useful resources such as implementation scripts for use in schools.


Author(s):  
J. Adam Carter ◽  
Emma C. Gordon ◽  
Benjamin W. Jarvis

In this introductory chapter, the volume’s editors provide a theoretical background to the volume’s topic and a brief overview of the papers included. The chapter is divided into five parts: Section 1 explains the main contours of the knowledge-first approach, as it was initially advanced by Timothy Williamson in Knowledge and its Limits. In Sections 2–3, some of the key philosophical motivations for the knowledge-first approach are reviewed, and several key contemporary research themes associated with this approach in epistemology, the philosophy of mind and elsewhere are outlined and briefly discussed. The volume’s papers are divided into two broad categories: foundational issues and applications and new directions. Section 4 discusses briefly the scope and aim of the volume as the editors have conceived it, and Section 5 offers an overview of each of the individual contributions in the volume.


Author(s):  
Renee O. Hawkins ◽  
Mary Katherine Gerrard ◽  
Christa L. Newman ◽  
Hannah McIntire

This chapter details the many advantages of utilizing peers as change agents in behavioral interventions, including being a readily available and free resource, increasing opportunities to respond, promoting generalization, being socially valid and culturally relevant, increasing student engagement with intervention, providing access to natural reinforcement, promoting social skill development, and supporting the development of peer social relationships. The chapter also positions peer-mediated interventions as relevant to the development of children and highlights the value and usefulness of identifying the behaviors the intervention is targeting and then emphasizing the importance of the peer’s role. This chapter also discusses the research supporting the effectiveness of peers as interventionists, indicating that they can be reliably trained to carry out interventions in schools.


2019 ◽  
pp. 001872671988411 ◽  
Author(s):  
Bart De Keyser ◽  
Alain Guiette ◽  
Koen Vandenbempt

How does failure emerge and develop during organizational change? As organizations are pushed for change, the notion of failure that relates to change becomes gradually ingrained in contemporary research. However, with studies having primarily added to the conversation from a static outset, extant scholarly work might not fully capture the transience that marks change in essence. This article contributes to the literature on failure in change by advancing a dialectical perspective, offering the scholarly community insight in the emergence and development of failure as happening in three processes. In a retentive process, change agents adhere to a change approach deemed successful in spite of alternatives emerging, causing tensions to gradually build within the organization’s social atmosphere. In a reactive process, looming tensions find themselves affirmed and flare up, instigating the display of a new change approach that is antithetical to the one initially adhered to. Finally, in a recursive process, organizational members collectively recall the positive aspects of prior failure, smoothening organizational change towards re-combinatory synthesis. Marking failure’s emergence and development as a dialectic, this article notes failure in organizational change to be as generative as it is deteriorating, paving the way for both success and failure to continuously remit.


2021 ◽  
pp. 073194872110411
Author(s):  
Valentina A. Contesse ◽  
Nicholas A. Gage ◽  
Holly B. Lane

Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral interventions. One method for evaluating the effect of interventions that target improved behavioral outcomes for students with SLD is single-case research designs (SCRDs). This article provides an overview of critical features of SCRD studies evaluating behavioral interventions with students with SLD or interventions with teachers of students with SLD. The article also examines how research decisions were made to support other researchers’ development of high-quality SCRD studies.


2020 ◽  
pp. 1-28
Author(s):  
Corey M. Abramson ◽  
Neil Gong

This introductory chapter examines the methodological and practical challenges that comparative ethnographers face. It begins by discussing both the promises and potential pitfalls of comparative field research. It then moves to an examination of how ethnography’s unusually diverse set of traditions provides both unique challenges and possibilities for comparative social science. The chapter proceeds to chart the various ways in which ethnography’s historically diverse traditions translate into divergent approaches to comparison in contemporary research. This is followed by an overview of the structure of the volume, which explains how each of our contributors’ chapters advances comparative ethnographic methodology. The chapter concludes with a discussion of why acknowledging, maintaining, and utilizing ethnographic pluralism, rather than pushing for a single catch-all approach, can benefit both individual scholars and the field of ethnographic methodology more broadly.


2020 ◽  
pp. 1-8
Author(s):  
Karyn M. Frick

The goal of this introductory chapter is to provide historical and organizational context for the book as a whole. The chapter begins by discussing findings from previous studies published in the late 1980’s and beyond that stimulated contemporary research into the effects of estrogens on memory. Next, an overview of the book’s organization is provided to introduce readers to the chapters comprising the book’s three parts. Brief descriptions of each chapter’s content, as well as common themes across chapters, are presented. Links tying the book’s three parts together are also mentioned. Finally, the introduction ends with a brief discussion of how the book should be used by readers.


2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.


2009 ◽  
Vol 2 (10) ◽  
pp. 15
Author(s):  
MARJORIE BESSEL
Keyword(s):  

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