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Peer reviewed
Direct linkEryilmaz, Ali – British Journal of Guidance & Counselling, 2017
The present study aims to investigate the effectiveness of a peer-helping programme in increasing the subjective well-being of a group of university students compared with a control group with the same characteristics who did not receive the intervention. The intervention recipients consisted of 13 male and 17 female participants. The peer helpers…
Descriptors: Helping Relationship, Peer Relationship, Program Effectiveness, Well Being
Asmus, Jennifer M.; Carter, Erik W.; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Daniel M.; Born, Tiffany L.; Bottema-Beutel, Kristen; Brock, Matthew E.; Cattey, Gillian N.; Cooney, Molly; Fesperman, Ethan S.; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory L.; Vincent, Lori B.; Weir, Katie – American Journal on Intellectual and Developmental Disabilities, 2017
This randomized controlled trial examined the efficacy of peer network interventions to improve the social connections of 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities to participate in individualized social groups that met throughout one semester. Compared to…
Descriptors: High School Students, Severe Disabilities, Peer Relationship, Social Networks
Matthews, Nicole L.; Orr, Beatriz C.; Warriner, Katrina; DeCarlo, Mary; Sorensen, Mia; Laflin, Jessica; Smith, Christopher J. – Journal of Autism and Developmental Disorders, 2018
This study compared immediate and 4-month outcomes among adolescents with autism spectrum disorder randomly assigned to the PEERS curriculum (n = 10), a peer mediated PEERS curriculum (n = 12), or a delayed treatment control group (n = 12). Findings suggest a modest advantage in social skills knowledge and social functioning for participants in…
Descriptors: Comparative Analysis, Control Groups, Experimental Groups, Autism
Download full textOpitz, Elisabeth Moser; Grob, Urs; Wittich, Claudia; Häsel-Weide, Uta; Nührenbörger, Marcus – Learning Disabilities: A Contemporary Journal, 2018
Fostering peer interaction and shared learning is an important aim of inclusive instruction. However, it has not been established whether it is possible to offer explicit and intensive support for low achievers in inclusive settings. This longitudinal study examined whether a structured program that includes cooperative learning fosters…
Descriptors: Inclusion, Longitudinal Studies, Cooperative Learning, Competence
Elmaadaway, Mohamed Ali Nagy – British Journal of Educational Technology, 2018
This paper reports on a study that investigated whether a flipped classroom approach enhanced perceptions of levels of engagement and skill performance among students enrolled in a Blackboard course at a Saudi university. Fifty-eight participants were divided into control and experimental groups, which were taught using a traditional and a flipped…
Descriptors: Blended Learning, Management Systems, Course Content, Class Activities
Mayweg-Paus, Elisabeth; Macagno, Fabrizio; Kuhn, Deanna – Discourse Processes: A multidisciplinary journal, 2016
The study presented here examines how interacting with a more capable interlocutor influences use of argumentation strategies in electronic discourse. To address this question, 54 young adolescents participating in an intervention centered on electronic peer dialogs were randomly assigned to either an experimental or control condition. In both…
Descriptors: Persuasive Discourse, Computer Mediated Communication, Interaction, Early Adolescents
Li, Yan; Coplan, Robert J.; Wang, Yuemin; Yin, Jingtong; Zhu, Jingjing; Gao, Zhuqing; Li, Linhui – Infant and Child Development, 2016
The goal of this study was to provide a preliminary evaluation of a social skills and facilitated play early intervention programme to promote social interaction, prosocial behaviours and socio-communicative skills among young extremely shy children in China. Participants were a sample of n = 16 extremely shy young children attending kindergarten…
Descriptors: Early Intervention, Interpersonal Competence, Play, Shyness
Wang, Cixin; Goldberg, Taryn S. – Psychology in the Schools, 2017
Previous research has suggested that moral disengagement is strongly associated with bullying and bystander behavior. The current study evaluated the effectiveness of a 5-week classroom-wide bullying intervention, "The Bullying Literature Project-Moral Disengagement Version (BLP-MD)", on moral disengagement and bullying among elementary…
Descriptors: Childrens Literature, Moral Values, Elementary School Students, Teaching Methods
Dolan, Bridget K.; Van Hecke, Amy V.; Carson, Audrey M.; Karst, Jeffrey S.; Stevens, Sheryl; Schohl, Kirsten A.; Potts, Stephanie; Kahne, Jenna; Linneman, Nina; Remmel, Rheanna; Hummel, Emily – Journal of Autism and Developmental Disorders, 2016
This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in "J Autism Dev Disord" 39(4): 596-606, 2009), by coding digitally recorded social interactions between adolescent participants with…
Descriptors: Intervention, Peer Relationship, Adolescents, Pervasive Developmental Disorders
Pesout, Ondrej – ProQuest LLC, 2017
Proficient reading comprehension provides an academic advantage for 21st century learners. However, students at the upper elementary level face increasingly challenging texts that require use of metacomprehension skills. Yet, there is a lack of formal instruction that assists students in practicing these metacomprehension skills in classrooms.…
Descriptors: Reading Comprehension, Mixed Methods Research, Grade 5, Elementary School Students
Lin, Chi-Jen; Hwang, Gwo-Jen – Educational Technology & Society, 2018
Flipped classrooms have been widely adopted and discussed by school teachers and researchers in the past decade. However, few studies have been conducted to formally evaluate the effectiveness of flipped classrooms in terms of improving EFL students' English oral presentation, not to mention investigating factors affecting their flipped learning…
Descriptors: Educational Technology, Technology Uses in Education, English (Second Language), Second Language Instruction
Dogan, Aysun; Keser, Eda; Sen, Zeynep; Yanagida, Takuya; Gradinger, Petra; Strohmeier, Dagmar – International Journal of Developmental Science, 2017
The ViSC program is the first evidence based anti-bullying program implemented in Turkey. A quasi-experimental longitudinal control group design comprising six schools and 26 classes was realized to examine the program effectiveness regarding different forms of perpetration and victimization. The effectiveness of two dosages of…
Descriptors: Foreign Countries, Bullying, Prevention, Interpersonal Competence
Bae, Hwa-ok – School Psychology International, 2016
This study compared bullying involvement of Korean or Korean-German children living in Germany with children in Korea, and examined children's perceptions of school environment associated with bullying involvement of the children. This study included 105 Korean or Korean-German children living in the Bayern State of Germany as the study sample and…
Descriptors: Foreign Countries, Bullying, Cross Cultural Studies, Cultural Differences
Lin, Jian-Wei; Szu, Yu-Chin; Lai, Ching-Neng – International Review of Research in Open and Distributed Learning, 2016
Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness…
Descriptors: Group Dynamics, Online Courses, Educational Technology, Self Control
Waugh, Cynthia; Peskin, Joan – Journal of Autism and Developmental Disorders, 2015
The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer's mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies,…
Descriptors: Study Skills, Theory of Mind, Intervention, Autism
