Initiative Description: A comprehensive search was conducted for all studies investigating peer-mediated interventions (PMI) for students with EBD and their effect on academic achievement. To be included studies needed to a) be published in a peer-reviewed journal between 1974 and 2017 b) be an original report if quasi-experimental or experimental research c) include manipulation of an independent variable d) include at least one academic measure as a dependent variable. Additionally, participants need to be either a) found eligible through IDEA and state eligibility criteria as Emotionally Disturbed (ED), Emotionally and/or Behaviorally Disordered (EBD), or Behaviorally Disordered (BD) b) provided with specialized instruction in a special education resource or self-contained classrooms for students with EBD c) provided with special education services in a separate school for students with EBD.
Study Results: Peer-mediated interventions resulted in medium/effective effect size gains, with the most consistent gains being observed in spelling, math, reading, and English.
Reference: Dunn, M. E., Shelnut, J., Ryan, J. B., & Katsiyannis, A. (2017). A Systematic Review of Peer-Mediated Interventions on the Academic Achievement of Students with Emotional/Behavioral Disorders. Education and Treatment of Children,40(4), 497-524. doi:10.1353/etc.2017.0022
Level of Evidence: Good