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Positive Peer Reporting


Positive Peer Reporting is a strategy to provide increase peer attention for appropriate behavior. Students are taught behavior expectations (e.g., schoolwide, classroom) and then encouraged to note the appropriate behavior of a targeted peer.

Key Components

  • Train students with specific examples of positive peer reports (e.g., “Jose let Susan borrow his pencil during math class”)
  • Model positive peer reporting with examples and nonexamples for students to help with discrete discrimination
  • Tell students that during a specified time period (e.g., math class) they will be able to earn rewards (e.g., positive points) for reporting on the appropriate behavior of targeted peers
  • Announce (at the beginning of the targeted time period) the start of the positive peer reporting session
  • At the end of the targeted time period, prompt students to report on the appropriate behavior(s) exhibited by target students
  • Provide feedback and reinforcers to students for participating (i.e, making positive comments regarding the target student(s))


Bowers, F. E., McGinnis, J. C., Ervin, R. A., & Friman, P. C. (2002). Merging research and practice: The example of positive peer reporting applied to social rejection. Education and Treatment of Children, 22, 218-226.

Ervin, R. A., Miller, P. M., & Friman, P. C. (1996). Feed the hungry bee: Using positive peer reporting to improve the social interactions and acceptance of a socially rejected girl in residential placement. Journal of Applied Behavior Analysis, 29, 251-254.

Moros, K. B. & Jones, K. M. (2002). The effects of positive peer reporting on children's social involvement. School Psychology Review, 31, 235-245.