Eight Universal Truths of Identifying Students for Advanced Academic Interventions

2021 ◽  
pp. 61-79
Author(s):  
Lindsay Ellis Lee ◽  
Jessica K. Ottwein ◽  
Scott J. Peters
Keyword(s):  
Academic Interventions

Peer-Mediated Academic Interventions

2021 ◽  
pp. 29-47
Author(s):  
Shobana Musti-Rao ◽  
Michele M. Nobel
Keyword(s):  
Learning Strategies ◽  
Evidence Base ◽  
Academic Interventions ◽  
Review Of The Literature ◽  
Peer Assisted Learning ◽  
Academic Behaviors ◽  
Detailed Review ◽  
Writing Interventions ◽  
Diverse Groups ◽  
Robust Evidence

Peer-mediated academic interventions (PMAIs) have a robust evidence base that support their use in classrooms to improve a variety of academic behaviors. In this chapter, we define PMAIs, discuss strengths and challenges of using these interventions in classrooms with diverse groups of learners, and provide a detailed review of the literature to support each of four highlighted PMAIs: peer tutoring, Peer-Assisted Learning Strategies, cooperative learning, and peer-mediated writing interventions. This chapter also introduces the practical chapters in this section, which cover each of the four highlighted PMAIs.

A New Conceptualization of Peer-Mediated Interventions

2021 ◽  
pp. 1-4
Author(s):  
Tai A. Collins ◽  
Renee O. Hawkins
Keyword(s):  
Behavioral Interventions ◽  
Change Agents ◽  
Academic Interventions ◽  
Contemporary Research

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.

Improvement Rate Differences of Academic Interventions for Students With Emotional and Behavioral Disorders

2010 ◽  
Vol 32 (6) ◽  
pp. 521-534 ◽  
Author(s):  
Kimberly J. Vannest ◽  
Judith R. Harrison ◽  
Kimberly Temple-Harvey ◽  
Lunda Ramsey ◽  
Richard I. Parker
Keyword(s):  
Instructional Practices ◽  
Behavioral Disorders ◽  
Large Scale ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Academic Interventions ◽  
Improvement Rate ◽  
Research Students ◽  
The Individual ◽  
Students With Ebd

Academic interventions for students with emotional and behavioral disorders (EBD) is a critical area of practice and one that has not been fully developed by large-scale research. Students with EBD are characterized by an ability to achieve academically but demonstrate a failure to do so. Some research on effective instructional practices for students with EBD does exist, but the predominance of single-case research in this area does not typically demonstrate or report a statistical effect size, making the selection and application of effective instructional strategies sometimes difficult. This article provides a thorough review of the existing research on instructional interventions for students with EBD and calculates effect sizes so that recommending effective instructional practices is more easily accomplished. The authors found 16 “types” of academic interventions and reported the individual and mean improvement rate differences.

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