Behaviorally Disordered Adolescents as Peer Tutors: Immediate and Generative Effects on Instructional Performance and Spelling Achievement

This study was a formative evaluation of a peer tutoring package. The purpose was to investigate the effects of a peer tutoring package on the instructional performance of behaviorally disordered adolescents, directly trained by their teachers, and subsequent effects on the performance of their lear...

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Bibliographic Details
Published in:Behavioral disorders 1982-05, Vol.7 (3), p.136-148
Main Authors: Stowitschek, Carole E., Hecimovic, Anton, Stowitschek, Joseph J., Shores, Richard E.
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescents
Applied Behavior Analysis
Behavior disorders
Behavior Patterns
Child & adolescent psychiatry
Cross Age Teaching
Dyadic relations
Education
Educational Research
Emotional Disturbances
Grade 2
Grade 4
Graph theory
Learning
Learning procedures
Mastery learning
Observational learning
Peer relations
Peer Teaching
Peer tutoring
Program Effectiveness
Reading
Reading Achievement
Reading Programs
Spelling
Teachers
Teaching
Teenagers
Training
Tutoring
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Summary:This study was a formative evaluation of a peer tutoring package. The purpose was to investigate the effects of a peer tutoring package on the instructional performance of behaviorally disordered adolescents, directly trained by their teachers, and subsequent effects on the performance of their learners. Generative effects of the peer tutoring procedures were observed in successive peer tutor-learner dyads not directly trained by teachers. This study used an across subject multiple baseline design to study peer instructional behavior during daily training sessions and concomitant learner spelling performance. Results showed that learner performance on daily spelling tests increased considerably when intervention in the form of peer instruction occurred. Peer use of the instructional strategy varied greatly but all peer tutors consistently used the recordkeeping and graphing strategies as presented in the peer teaching package.
ISSN:0198-7429
2163-5307
DOI:10.1177/019874298200700310