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Related Experiment Videos

Peer collaboration: accommodating students with mild learning and behavior problems.

L J Johnson1, M C Pugach

  • 1Early Childhood and Special Education, University of Cincinnati.

Exceptional Children
|March 1, 1991
PubMed
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Structured problem-solving and peer collaboration helped teachers develop interventions for students with mild learning and behavior challenges. Teachers showed increased tolerance for cognitive diversity and successfully implemented 86% of attempted classroom solutions.

Area of Science:

  • Educational Psychology
  • Classroom Intervention Strategies

Background:

  • Teachers often face challenges implementing effective interventions for students with mild learning and behavior problems.
  • A need exists for structured support systems to aid teachers in developing and applying alternative strategies.

Purpose of the Study:

  • To evaluate the effectiveness of a structured problem-solving process combined with peer collaboration.
  • To assess the impact of this approach on teachers' ability to create and implement interventions for students with mild learning and behavior issues.

Main Methods:

  • An intervention group of 48 elementary and junior high teachers participated in a structured problem-solving process with peer collaboration.
  • A comparison group of 43 elementary teachers did not receive the intervention.

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  • Intervention effectiveness was measured by changes in teacher understanding and intervention implementation rates.

    • Main Results:

    • Teachers in the intervention group demonstrated increased tolerance for the diverse cognitive abilities of their students.
    • These teachers successfully reconceptualized classroom problems, leading to more effective intervention strategies.
    • Interventions were successfully implemented for 86% of the 70 problems addressed by the intervention group.

    Conclusions:

    • Structured problem-solving and peer collaboration are effective methods for empowering teachers to address student learning and behavior challenges.
    • This approach fosters a more inclusive classroom environment by enhancing teachers' understanding of student diversity.
    • The findings support the integration of collaborative problem-solving models in teacher professional development.