Peer Tutoring Effects on the Classroom Performance of Children with Attention Deficit Hyperactivity Disorder
- 1 March 1993
- journal article
- research article
- Published by Taylor & Francis in School Psychology Review
- Vol. 22 (1) , 134-143
- https://doi.org/10.1080/02796015.1993.12085642
Abstract
Classwide peer tutoring procedures involve instructional procedures (e.g., provision of frequent, immediate feedback) that are known to be successful for children with Attention Deficit Hyperactivity Disorder (ADHD). The implementation of peer tutoring for one student with ADHD is described in detail, with results indicating significant improvements in attention to instruction, task-irrelevant activity level, and acquisition of mathematics skills. Peer tutoring may be a viable adjunct and/or alternative to teacher-mediated behavioral interventions for ADHD.Keywords
This publication has 9 references indexed in Scilit:
- Situational Variability of Attention Problems: Psychometric Properties of the Revised Home and School Situations QuestionnairesJournal of Clinical Child Psychology, 1992
- An Examination of the "Dosage" Effects of Both Behavior Therapy and Methylphenidate on the Classroom Performance of Two ADHD ChildrenBehavior Modification, 1992
- Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms.Psychological Bulletin, 1992
- Parent and Teacher Ratings of ADHD Symptoms: Psychometric Properties in a Community-Based SampleJournal of Clinical Child Psychology, 1991
- Peer-assisted interventions: Early promises, notable achievements, and future aspirationsClinical Psychology Review, 1990
- Self-regulation of stimulation for ADD-H children during reading and vigilance task performanceJournal of Abnormal Child Psychology, 1987
- RITALIN VS. RESPONSE COST IN THE CONTROL OF HYPERACTIVE CHILDREN: A WITHIN‐SUBJECT COMPARISONJournal of Applied Behavior Analysis, 1982
- Validation of a classroom observation code for hyperactive children.Journal of Consulting and Clinical Psychology, 1977
- A Coefficient of Agreement for Nominal ScalesEducational and Psychological Measurement, 1960