Peer-mediated intervention studies on academic achievement for students with EBD: A review

Joseph B. Ryan, Robert Reid, Michael H. Epstein

Research output: Contribution to journalReview article

66 Citations (Scopus)

Abstract

Research has shown that peer-mediated interventions produce positive academic outcomes for a wide range of students. The authors of this review examined the effectiveness of peer-mediated interventions on the academic functioning of students with emotional and behavior disorders (EBD). Fourteen studies using cross-age, same-age, classwide peer tutoring, or cooperative learning met the criteria set forth for this review. Findings from these studies indicate peer-mediated interventions were successful across academic subject areas and grade levels. However, the participants and settings used within these studies did not accurately reflect the current EBD population's ethnic or gender composition or actual classroom placement. Finally, despite the recent growth in the number of students identified with EBD, the number of research studies investigating academic interventions has declined.

Original languageEnglish (US)
Pages (from-to)330-341
Number of pages12
JournalRemedial and Special Education
Volume25
Issue number6
DOIs
StatePublished - Jan 1 2004

Fingerprint

behavior disorder
Mental Disorders
academic achievement
Students
student
Research
studies (academic)
cooperative learning
Learning
school grade
Growth
classroom
Population
gender

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

Peer-mediated intervention studies on academic achievement for students with EBD : A review. / Ryan, Joseph B.; Reid, Robert; Epstein, Michael H.

In: Remedial and Special Education, Vol. 25, No. 6, 01.01.2004, p. 330-341.

Research output: Contribution to journalReview article

Ryan, Joseph B. ; Reid, Robert ; Epstein, Michael H. / Peer-mediated intervention studies on academic achievement for students with EBD : A review. In: Remedial and Special Education. 2004 ; Vol. 25, No. 6. pp. 330-341.
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