Erin Barton

Page 1. Children with disabilities en-gage in less object play than children without disabilities (Blasco, Bailey, & Burchinal, 1993); children with autism display fewer play behaviors and less variety in their play with objects (eg ...

... Author Information. School of Education and Human Development, University of Colorado Denver, Denver, Colorado. Correspondence: Erin E. Barton, PhD, BCBA, University of Colorado Denver, 1201 5th St, Campus Box 106, Denver, CO 80204 (erin.barton@ucdenver.edu). ...

Three studies are described that examined the relation between performance-based (PB) feedback delivered via e-mail and preschool teachers’ use of recommended practices. The authors conducted the first two studies in the same classroom with different classroom staff. The third study was conducted with three different teachers employed in three separate classrooms. In Study I, the teachers demonstrated initial increases in use of targeted practices; however, the increases did not maintain over time. In Study II, the teachers demonstrated initial increases with some variability across behaviors. In Study III, a functional relation was established for three teachers across three self-selected behaviors, which generalized and maintained. The discussion includes implications for future PD research and practice, and provides recommendations for designing effective PB feedback systems.

Page 1. http://tec.sagepub.com/ Education Topics in Early Childhood Special http://tec.sagepub. com/content/28/2/109 The online version of this article can be found at: DOI: 10.1177/ 0271121408318799 2008 28: 109 originally published online 17 June 2008 ...

A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at least one academic outcome measure. A total of 13 intervention studies were synthesized in which 10 studies employed an experimental or quasi-experimental design and three studies used a single-case design. Findings from the 13 studies revealed mostly moderate to high effects favoring peer mediation, particularly when implementing a peer-mediated feedback component. In addition, findings suggest such interventions have social validity among adolescents and teachers. More rigorous research on secondary peer-mediated math interventions, peer-mediated interventions in alternative settings, and effective ways to pair dyads to incorporate a structured feedback component is warranted. Implications for peer-mediated instruction for academically struggling adolescents are discussed.