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PEER TUTORING FOR CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: EFFECTS ON CLASSROOM BEHAVIOR AND ACADEMIC PERFORMANCE
Author(s) -
DuPaul George J.,
Ervin Ruth A.,
Hook Christine L.,
McGoey Kara E.
Publication year - 1998
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1998.31-579
Subject(s) - psychology , spelling , attention deficit hyperactivity disorder , peer tutor , academic achievement , intervention (counseling) , developmental psychology , attention deficit , task (project management) , clinical psychology , mathematics education , psychiatry , philosophy , linguistics , management , economics
We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first‐ through fifth‐grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off‐task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings.