Thisstudy tested the hypothesis that both aggressive and withdrawn children would benefit from participating in brief daily learning sessions with peers having similar behavioral problems. In particular the study looked for gains in self-concept and in the children's behavioral difficulties. Sixty lhildren from a Buffalo public school were randomly placed into three groups: tutors, tutees, and control subjects. After random assignments were made, I met with the tutors for two training sessions in which they learned how to correct and reinforce their students in an easygoing. nonhostile manner. Tutors were given freedom to manipulate content materials of each session and were allowed to meet with their tutees as often as they wanted. After the five weeks of peer tutoring, almost all children who actively participated in the program showed higher gains than the control subjects. They had higher self-concepts and made greater *Presented at the First World Congress on Future Special Education, Council for Exceptional Children. Stirling. Scotland, June 25 to July 1, 1918. behavioral improvements. In addition they demonstrated a renewed interest in school and in the learning process. A significant correlation was found bet ween gain scores and the number of times of participation in the peer-tu toring sessions. Teachers and administrators were in favor of continuing the project with some modification. They felt that the sessions should be more structured and more under a teacher's control.eer tutoring recently has been found to be an P extremely successful technique both in regular school systems and with disadvantaged minority groups in alleviating personal problems and in increasing academic skills. However, peer tutoring unfortunately has not been given its chance to provide these same benefits for children with learning and behavioral disabilities.Since the practice of peer tutoring is a relatively new phenomenon in public schools, the majority of studies examining the technique are from 1973 to the present. The notion that peer tutoring stimulates students'
The purpose of this study was to determine the effects that result when truant and tardy junior high school students with learning disabilities are used as tutors for younger LD pupils After 6 weeks of tutoring, the 16 tutors made significant gains in locus of control. In addition, most of the tutors showed a decrease in truant and tardy behaviors.
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