Date of Award
8-2016
Degree Name
Master of Arts
Department
Psychology
First Advisor
Dr. Jessica E. Frieder
Second Advisor
Dr. Ron Van Houten
Third Advisor
Dr. Matthew Hoge
Keywords
Self-management, math, moderate cognitive impairment, peer feedback, special education
Access Setting
Masters Thesis-Open Access
Abstract
Despite the increased demand for data collection in the special education settings, an agreed upon method for collecting data has yet to be identified. Two procedures that have demonstrated robust outcomes for collecting academic data for individual students are self-management and peer feedback. Self-management involves the student collecting measures on his or her own behavior(s). Peer feedback includes a student serving as a tutor and presenting academic materials and feedback to a tutee. Past research has yet to combine the two methods and include the methods to track and monitor Individual Education Program (IEP) goals. The current study aims to extend the literature in two ways, by (1) implementing a peer feedback package comprised of self-management and peer feedback procedures and measuring the effects on the accuracy of IEP goals and (2) measuring the accuracy required with the steps of the intervention package in order to achieve outcomes for the participants.
Recommended Citation
Sheltrown, Allaina, "The Effects of a Peer Feedback Treatment Package on Math Performance in Students with Moderate Cognitive Impairments" (2016). Masters Theses. 712.
https://scholarworks.wmich.edu/masters_theses/712