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Positive Peer Reporting in the Classroom: a Review of Intervention Procedures

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Abstract

Positive peer reporting (PPR) is a classroom-based intervention to improve social interactions between students using rewards and positive social attention. Along with a variant of the procedure referred to as “Tootling,” PPR has demonstrated overwhelmingly positive results since its development. However, a unified, standard protocol for successful implementation of PPR interventions has not yet been established. A review of 24 studies, including 48 separately described cases of PPR in classroom settings, provided information concerning adaptations for students in special education, alternative school, and mainstream classrooms. Student participants ranged from preschool (age 4) to eighth grade (age 16). This paper summarizes the common procedural components found across cases described in the studies. A comparison of PPR-based interventions reported in the literature by various research teams also revealed differences in the procedures for targeting individuals or groups, providing training and support, allocating rewards, proceeding with daily peer report sessions, and terminating the intervention. Variations in specific procedural elements that may relate to PPR’s effectiveness are discussed. The authors also provide suggestions to guide and support the advancement of standardized methods of PPR for future research and clinical application.

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Authors and Affiliations

  1. Department of Professional Studies and Department of Psychology, University of South Alabama, 2000 University Commons, 307 University Drive North, Mobile, AL, 36618, USA

    Jillian Murphy

  2. Department of Psychology, University of South Alabama, Mobile, AL, USA

    Kimberly Zlomke

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  1. Jillian Murphy
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  2. Kimberly Zlomke
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Correspondence to Jillian Murphy.

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Murphy, J., Zlomke, K. Positive Peer Reporting in the Classroom: a Review of Intervention Procedures. Behav Analysis Practice 7, 126–137 (2014). https://doi.org/10.1007/s40617-014-0025-0

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  • DOI: https://doi.org/10.1007/s40617-014-0025-0

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