Stern G W, Fowler S A, Kohler F W
University of Kansas.
J Appl Behav Anal. 1988 Spring;21(1):103-9. doi: 10.1901/jaba.1988.21-103.
Two fifth-grade students' high levels of off-task and disruptive behavior decreased rapidly during an intervention in which they were appointed peer monitors or point earners. The children worked in dyads in which one child served as a peer monitor and the other child earned points from his or her monitor for good behavior. Points were accumulated as part of a group contingency. We introduced the two appointments in an independent math period and alternated the appointments across days. The peer monitor and point earner roles, when alternated on an every-other-day basis, were equally effective in reducing the students' inappropriate behavior. Furthermore, their behavior during intervention fell well within the range of inappropriate behavior levels exhibited by classmates. The speed with which both students completed their math problems increased during both appointments. The accuracy of their academic work, however, varied; one student improved slightly and the other student decreased slightly in accuracy.
在一项干预措施中，两名五年级学生的高度注意力不集中和破坏性行为迅速减少。在该干预措施中，他们被指定为同伴监督员或积分赚取者。孩子们两人一组工作，其中一个孩子担任同伴监督员，另一个孩子因良好行为从其监督员那里获得积分。积分作为小组应急措施的一部分进行累积。我们在独立的数学时段引入这两种指定，并隔天交替进行。同伴监督员和积分赚取者的角色，每隔一天交替一次，在减少学生不当行为方面同样有效。此外，他们在干预期间的行为完全处于同学表现出的不当行为水平范围内。在两种指定期间，两名学生完成数学问题的速度都提高了。然而，他们学业作业的准确性有所不同；一名学生的准确性略有提高，另一名学生的准确性略有下降。
