Effects of Peer-Mediated Reading Instruction on the On-Task Behavior and Social Interaction of Children with Behavior Disorders

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Abstract
The purpose of this study was to investigate the effects of peer-mediated reading instruction on the on-task behavior and social interaction of students with behavior disorders. Three fifth- and sixth-grade boys in a classroom for children with behavior disorders participated. During reading time, the classroom teacher taught all students in the class the peer-mediated instruction techniques and allocated one additional 20-minute session to teach the importance of positive comments during tutoring. An ABAB withdrawal design was used. Marked improvements in on-task behavior and positive peer-to-peer comments corresponding to the implementation of peer-mediated instruction were demonstrated. These results indicate that peer-mediated instruction may enhance task-related behavior and social skills with this population.