Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Abraham S. Fischler College of Education


Hardwick S. Johnson, Jr.

Committee Member

Sherry Burke

Committee Member

Kimberly Durham


emotional behavioral disorder, intellectual disability, peer-tutoring, role model


High school students with intellectual disabilities often find appropriate ways and times to socialize with their peers. In self-contained settings, students are often limited to interacting with only those within the classroom. In addition, students with emotional behavioral disorders often have deficits in social domains and in self-esteem. Improving socializations of students with disabilities has always been a concern of both parents and teachers. Peer-mediated learning has been a proven effective way to instruct students with disabilities. Placing a student with an emotional behavioral disorder in the position of a peer tutor allows them to feel more secure in their own skills. A multiple baseline across subject design was used to evaluate the effectiveness of a peer-tutoring program in which students with emotional behavioral disorders tutored students with moderate intellectual disabilities with the aim of increasing social initiations in students with moderate intellectual disabilities.