OXFORD UNIVERSITY PRESS

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

ISBN : 9780190068714

参考価格(税込): 
¥6,930
著者: 
Tai A. Collins; Renee Oliver Hawkins
関連カテゴリー
ページ
280 ページ
フォーマット
Paperback
サイズ
156 x 235 mm
刊行日
2021年03月
メール送信
印刷

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.

目次: 

Chapter 1: A New Conceptualization of Peer-Mediated Interventions
Tai A. Collins and Renee O. Hawkins
Chapter 2: Peers as Change Agents
Renee O. Hawkins, Mary Kate Gerrard, Christa Newman, and Hannah McIntire
Chapter 3: Peers as Culturally Relevant Change Agents
Tai A. Collins, Meagan Scott, Julia Villarreal, and Bryn Endres
Chapter 4: Peer-Mediated Academic Interventions
Shobana Musti-Rao and Michele M. Nobel
Chapter 5: Peer Tutoring
David A. Klingbeil, Stacy-Ann A. January, and Lanae R. Drachslin
Chapter 6: Peer-Assisted Learning Strategies (PALS)
Devin M. Kearns, Sarah R. Powell, Douglas Fuchs, and Lynn S. Fuchs
Chapter 7: Games-Based Cooperative Learning
Elizabeth McCallum, Jamie Yarbrough, and Ara J. Schmitt
Chapter 8: Peer-Mediated Writing Interventions
Christine K. Malecki and Samantha Coyle
Chapter 9: Peer-Mediated Behavioral Interventions
Keith C. Radley
Chapter 10: Peer Management Interventions
Kate Helbig and Evan Dart
Chapter 11: Peer-Mediated Social Skills Training
Jessica Simpson and Tim Lewis
Chapter 12: Peer Support Interventions in Inclusive Classrooms
Erik W. Carter
Chapter 13: Peer-Mediated Pivotal Response Training
Dacia McCoy, Chelsea Ritter, and J. Meredith Murphy
Chapter 14: Peer Modeling Interventions
Hunter King, Aaron J. Fischer, Heather L.J. Lewis, and Julio Payan
Chapter 15: Peer-Mediated Play Interventions
Laura Nabors
Chapter 16: Restorative and Conflict Resolution Interventions
Rhonda N. T. Nese, Sara McDaniel, Paul Meng, Lisette Spraggins, Vicki Babbs, and Erik J. Girvan
Chapter 17: Peer-Mediated Group Supports
Christopher H. Skinner, Tara Moore, and Jessica Eshbaugh
Chapter 18: School-Wide Positive Behavioral Interventions and Supports
Kent McIntosh and Angus Kittelman
Chapter 19: Classroom Management
Todd Haydon, Cara Dillon, Alana Kennedy, and Meagan Scott
Chapter 20: Technology-Based Classroom Management
S. Kathleen Krach and Lori R. Kern
Chapter 21: Interdependent Group Contingencies
Daniel M. Maggin, Christerallyn Brown, and Skip Kumm
Chapter 22: Independent and Dependent Group Contingencies
Tom Cariveau

著者について: 

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.

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