Peers as Change Agents: A Guide to Implementing Peer-Mediated Interventions in Schools

by Tai A. Collins (Editor), Renee Oliver Hawkins (Editor)

Overview

In schools, much of the responsibility of implementing interventions to improve outcomes for students falls on teachers, which may lead to capacity and resource issues. One solution to this problem is the use of Peer-Mediated Interventions (PMIs), which include a variety of approaches that utilize similar individuals to the target student (e.g., students in school-based interventions) as interventionists or behavior change agents. Although there is a wealth of research to support the effectiveness of students as interventionists, peers remain an under-utilized resource in school-based intervention delivery.

Peers as Change Agents is a comprehensive resource for school-based professionals working to incorporate PMIs across academic, behavioral, and social-emotional interventions. The text synthesizes the current research on school-based PMIs and distills the literature into concrete strategies that can be easily implemented in school-based contexts. Building on the foundational principles of PMIs, the authors reconceptualize this work into three new categories: Peer-Mediated Academic Interventions; Peer-Mediated Behavioral Interventions; and Peer-Mediated Group Supports, to better address students' unique needs. Chapters also highlight the advantages of PMIs, including their potential for cultural relevance. As school staff continue to grapple with the practical challenges of ensuring equity in student outcomes, Peers as Change Agents provides educators, school psychologists, and counsellors effective and efficient tools to support students as change agents in their own learning communities.

Product Details

ISBN-13:	9780190068714
Publisher:	Oxford University Press
Publication date:	02/05/2021
Pages:	304
Sales rank:	893,336
Product dimensions:	9.10(w) x 6.10(h) x 0.80(d)

About the Author

Tai A. Collins, PhD is an Associate Professor and Coordinator of the School Psychology Program at the University of Cincinnati. Dr. Collins' research focuses on time- and resource-efficient interventions in urban schools. He publishes extensively on of peer-mediated interventions, including group contingencies and peer-mediated behavioral interventions. Dr. Collins is also interested in efforts to reduce disparities in the use of discipline, as well as social justice training and practice in school psychology. Dr. Collins currently serves as Associate Editor for the Journal of School Psychology and has served as an Editorial Board Member and ad hoc reviewer for several peer-reviewed journals in school psychology and education.

Renee O. Hawkins, PhD is a Professor and Director of the School of Human Services at the University of Cincinnati. She is a Licensed Psychologist and Nationally Certified School Psychologist. Dr. Hawkins' research focuses on identifying effective school-based interventions to promote positive academic and social emotional outcomes for children, including children with disabilities. Dr. Hawkins serves as Associate Editor for the Journal of School Psychology and the Review Journal of Autism and Developmental Disorders.

Table of Contents

Contributors vii

1 A New Conceptualization of Peer-Mediated Interventions Tai A. Collins Renee O. Hawkins 1

2 Peers as Change Agents Renee O. Hawkins Mary Katherine Gerrard Christa L. Newman Hannah McIntire 5

3 Peers as Culturally Relevant Change Agents Tai A. Collins Meagan N. Scott Julia N. Villarreal Bryn E. Endres 18

Section 1 Peer-Mediated Academic Interventions

4 Peer-Mediated Academic Interventions Shobana Musti-Rao Michele M. Nobel 29

5 Peer Tutoring David A. Klingbeil Stacy-Ann A. January Lanae R. Drachslin 48

6 Peer-Assisted Learning Strategies Devin M. Kearns Sarah R. Powell Douglas Fuchs Lynn S. Fuchs 61

7 Game-Based Cooperative Learning Elizabeth B. McCallum Jamie Leigh Yarbrough Ara J. Schmitt 76

8 Peer-Mediated Writing Interventions Christine K. Malecki Samantha Coyle 84

Section 2 Peer-Mediated Behavioral Interventions

9 Peer-Mediated Behavioral Interventions Keith C. Radley 103

10 Peer Management Interventions Kate A. Helbig Evan H. Dart 118

11 Peer-Mediated Social Skills Training Jessica N. Simpson Timothy J. Lewis 127

12 Peer Support Interventions in Inclusive Classrooms Erik W. Carter 137

13 Peer-Mediated Pivotal Response Training Dacia M. McCoy Chelsea Ritter J. Meredith Murphy 149

14 Peer Modeling Interventions Hunter C. King Aaron J. Fischer Heather L. J. Lewis Julio Cesar Payan 163

15 Peer-Mediated Play Interventions Laura A. Nabors 176

16 Restorative and Conflict Resolution Interventions Rhonda N. T. Nese Sara C. McDaniel Paul Michael Meng Lisette Franklin Spraggins Victoria T. Babbs Erik J. Girvan 185

Section 3 Peer-Mediated Group Supports

17 Peer-Mediated Group Supports Christopher H. Skinner Tara Moore Jessica F. Eshbaugh 199

18 School-Wide Positive Behavioral Interventions and Supports Kent McIntosh Angus Kittelman 215

19 Classroom Management Todd F. Haydon Cara L. Dillon Alana M. Kennedy Meagan N. Scott 226

20 Technology-Based Classroom Management Shelley Kathleen Krach Lori R. Kern 238

21 Interdependent Group Contingencies Daniel M. Maggin Christerallyn A. J. Brown Skip Kumm 249

22 Independent and Dependent Group Contingencies Tom Cariveau 263

Index 275

Editorial Reviews

"Collins and Hawkins have put together a masterful book on peer-mediated interventions as applied to the educational setting. The authors are top scholars as well as the list of contributors that are covering the cutting-edge content. It is compelling and serves as a unique and excellent addition to the Oxford University Press library."

— Melissa A. Bray, PhD, Professor & Director, School Psychology, University of Connecticut

From the Publisher