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TEACHING MATH SKILLS TO AT‐RISK STUDENTS USING HOME‐BASED PEER TUTORING
Author(s) -
Mayfield Kristin H.,
Vollmer Timothy R.
Publication year - 2007
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.2007.108-05
Subject(s) - peer tutor , tutor , psychology , multiple baseline design , intervention (counseling) , psychological intervention , neglect , mathematics education , medical education , medicine , psychiatry
Home‐based peer tutoring was used to teach math skills to 4 girls with deficits in mathematics and histories of abuse or neglect. Girls living in the same home formed tutoring dyads, and each participant served as both the peer tutor and the tutee during the course of the study. At the initiation of the tutoring intervention, an expert tutor provided multiple 3‐min tutoring sessions to the designated peer tutor on three or four mathematics skills. The peer tutor concurrently provided 3‐min tutoring sessions on the same skills to the tutee using a multiple baseline design. Results showed that participants improved their performance on all target skills. Additional interventions were implemented for some skills to improve accuracy further. Maintenance tests were also administered after 3 to 5 months of no practice on the skills. Results showed that tutors and tutees maintained their accuracy on 7 of the 12 skills assessed.