Peer reporting interventions (i.e., Positive Peer Reporting and tootling) are commonly used peer-mediated interventions in schools. These interventions involve training students to make reports about peers' prosocial behaviors, whether in oral or written form. Although peer reporting interventions have been included in meta-analyses of group contingencies, this study is the first meta-analytic review of single-case research focusing exclusively on peer reporting interventions. The literature search and application of inclusion criteria yielded 21 studies examining the impact of a peer reporting intervention on student behavior compared to baseline conditions. All studies used single-case experimental designs including at least three demonstrations of an effect and at least three data points per phase. Several aspects of studies, participants, and interventions were coded. Log response ratios and Tau were calculated as effect size estimates. Effect size estimates were synthesized in a multi-level meta-analysis with random effects for (a) studies and (b) cases within studies. Overall results indicated peer reporting interventions had a non-zero and positive impact on student outcomes. This was also true when data were subset by outcome (i.e., disruptive behavior, academically engaged behavior, and social behavior). Results were suggestive of more between- than within-study variability. Moderator analyses were conducted to identify aspects of studies, participants, or peer reporting interventions associated with differential effectiveness. Moderator analyses suggested published studies were associated with higher effect sizes than unpublished studies (i.e., theses/dissertations). This meta-analysis suggests peer reporting interventions are effective in improving student behavior compared to baseline conditions. Implications and directions for future investigation are discussed.

中文翻译：

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说些好话：同行报告干预的元分析审查。

同伴报告干预（即积极同伴报告和工具）是学校常用的同伴中介干预措施。这些干预包括训练学生以口头或书面形式报告同伴的亲社会行为。尽管同行报告干预措施已包含在群体突发事件的元分析中，但本研究是第一次对单一案例研究进行元分析审查，重点关注同行报告干预措施。文献搜索和纳入标准的应用产生了 21 项研究，研究了与基线条件相比同行报告干预对学生行为的影响。所有研究都使用单案例实验设计，包括至少三个效果演示和每个阶段至少三个数据点。研究、参与者、并对干预措施进行了编码。对数响应比和 Tau 计算为效应大小估计值。效应大小估计是在多层次荟萃分析中合成的，对 (a) 研究和 (b) 研究中的病例具有随机效应。总体结果表明，同行报告干预对学生成绩产生了非零和积极的影响。当数据按结果（即破坏性行为、学术参与行为和社会行为）进行子集划分时，情况也是如此。结果表明研究间的变异性大于研究内的变异性。进行主持人分析以确定与差异有效性相关的研究、参与者或同行报告干预措施的各个方面。主持人分析表明，已发表的研究比未发表的研究（即论文/论文）具有更高的效应量。这项荟萃分析表明，与基线条件相比，同伴报告干预措施在改善学生行为方面是有效的。讨论了未来调查的影响和方向。