Show Summary Details
Page of

(p. 199) Peer-Mediated Group Supports 

(p. 199) Peer-Mediated Group Supports
(p. 199) Peer-Mediated Group Supports

Christopher H. Skinner

, Tara Moore

, and Jessica F. Eshbaugh

Page of

PRINTED FROM OXFORD CLINICAL PSYCHOLOGY ONLINE ( © Oxford University Press, 2021. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Clinical Psychology Online for personal use (for details see Privacy Policy and Legal Notice).

date: 05 May 2021

Peer-mediated group supports are distinguished from peer-mediated behavioral interventions due to their potential to affect the behavior of a large number of students in an efficient manner. As such, this chapter introduces School-Wide Positive Behavior Interventions and Supports, classroom management strategies, and group contingencies, discussing the research supporting these strategies. This chapter also discusses the strengths and challenges of these approaches, as well as considerations for implementing peer-mediated group supports in schools.

Access to the complete content on Oxford Clinical Psychology requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can't find the answer there, please contact us.