Peer-mediated Constant Time Delay to Teach Content Area Vocabulary to Middle School Students with Behavior Problems
Doctor of Philosophy
Date of Defense:
February 13, 2009
Kathy L Ruhl, Dissertation Advisor/Co-Advisor Kathy L Ruhl, Committee Chair/Co-Chair Richard M Kubina Jr., Committee Chair/Co-Chair Charles A Hughes, Committee Member Daniel J Weiss, Committee Member
vocabulary constant time delay middle school content area classes science social studies peer tutoring
Vocabulary knowledge is essential for reading comprehension and general academic success for all learners. For students with problem behaviors, the substantial vocabulary loads encountered in secondary settings and content-area texts can be especially challenging. A multiple-probe design study was used to evaluate a peer-implemented constant time delay intervention to teach science and social studies definitions to 6 middle school students (2 with and 4 without identified learning disabilities) nominated as exhibiting problematic classroom behaviors. Overall, students demonstrated relatively efficient mastery of target definitions they were taught as well as those definitions they taught peers. Learning generalized to word reading and word production upon exposure to definitions, and to a lesser degree recognition of correct usage on a multiple-choice measure. Learning maintained at 4 and 10 week post-instruction probes but diminished at the end of the academic year. Implications for practice and future research are discussed.