Abstract
It is critical for students with disabilities to be placed in the least restrictive environment (LRE) so they are able to reap the benefits of peer interaction, thereby obtaining a sense of belonging and inclusivity. Peer-mediated interventions are necessary to consistently place students in the least restrictive environment and ensure student success. Peer-mediated interventions also assist teachers in holding all students accountable. The three-tiered model provides an outline for prevention and intervention strategies that assist in maximizing student potential in the least restrictive environment. A review of literature focuses on effective peer-mediated interventions for students classified with emotional and behavioral disorders (EBD). Peer-mediated interventions may assist with the student-to-teacher ratio, assist students in positive interactions, and perhaps be quite competent in helping students to achieve academic and social goals. To date, there have not been extensive research studies conducted to explore students with EBD specifically as tutors or mentors for their peers. Such studies would show whether or not peer mentorship is feasible, as well as potential benefits.
Date of Award
10-9-2015
Document Type
Capstone Paper
Department
Counselor Education
First Advisor
Mitchell Moore
Recommended Citation
Burns, Erin M., "Peer-Mediated Interventions for Students Classified with Emotional and Behavioral Disorders" (2015). Counselor Education Capstones. 35.
https://openriver.winona.edu/counseloreducationcapstones/35
Unique Identifier
wsucedcap0000035
Rights
Educational use only. All copyright protections apply.
