ABSTRACT
This study was designed to ascertain the integration of the Effectiveness Of Peer-Mediated Intervention for Students with Emotional and Behavioral Disabilities in Ovia North Local Government Area Benin City, Edo State. Four (4) research questions were formulated to guide the study. The study adopted a descriptive survey. The total population of students is 152, students from five (5) schools for special needs children, public secondary schools in the sampled area. A total number of 152 students made up the population of the study. The random sampling technique was used to select the respondents for this study. The research instrument for the study was a Questionnaire titled: “Effectiveness Of Peer-Mediated Intervention For Students With Emotional And Behavioral Disabilities In Ovia North Local Government Area Benin City, Edo State (EPMISWEBD)”, which was distributed to the respondents and collected immediately after completion from respondents. The simple percentage and mean score was used in computing the responses of the questionnaire items. To account for the reliability of the study, the Pearson’s Product Moment Correlation Coefficient was used which gave a value of 0.830 At the end of the study, obtain a reliability coefficient of 0.830 for current landscape of peer-mediated intervention, 0.710 for Effect of peer-mediated intervention on behavior outcomes, 0.503 for Factors that contribute to peer-mediated intervention and 0.693 for Effect of peer-mediated intervention on social outcomes. indicating that the instrument is reliable. Regarding the current landscape, participants generally agreed on the positive impact of peer-mediated interventions. These interventions were perceived to positively influence various aspects, including social skills development, reduction of isolation and loneliness, and fostering a more inclusive school environment. In terms of the effects of peer-mediated interventions on behavior outcomes, participants expressed positive attitudes, noting improvements in engagement in learning activities, reduction of disruptive behavior, reinforcement of positive behaviors, and long-term improvements in behavior outcomes. Factors contributing to the success or limitations of peer-mediated interventions were also identified. Participants recognized the importance of factors such as the quality of training provided to peers, adequate support and supervision during implementation, and the availability of resources and materials. However, there was some disagreement regarding the impact of the level of acceptance and inclusion of students with disabilities within peer groups.
