Altering educational environments through positive peer reporting: Prevention and remediation of social problems associated with behavior disorders

Abstract

Abstract Typical classroom management procedures designed to reduce instances of inappropriate social behavior (i.e., tattling and punishment systems) may adversely impact the social development and social relations of students with behavior and/or social emotional disorders. Two alternative procedures where students are encouraged to monitor and report incidental prosocial behaviors are described and research supporting their effectiveness in remedying and preventing social interaction problems within classroom environments are reviewed. Recommendations for future research on altering classroom environments so that peers encourage and support classmates' incidental prosocial behavior are provided. © 2002 Wiley Periodicals, Inc.

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