To determine whether tutoring might be academically beneficial to the tutor, this study investigated the acquisition of spelling words by three elementary students in a peer tutoring program. The experimental design allowed a simultaneous comparison of each child's gain in performance on comparable word lists on which the child tutored another child, was tutored by another child, or neither gave nor received tutoring. The children's spelling improved nearly an equivalent amount on those words on which they tutored another child as on the words on which they were tutored; no such change was noted on the words on which they neither gave nor received tutoring. These findings, that peer tutoring is profitable for the tutor as well as the tutee, provide a basis for recommending peer tutoring as one method of individualizing education.
This first of two social work studies with developmentally disabled adults evaluates the effectiveness of a social skills training package in a replication of Bales (1980). Two groups of four trainees from vocational training programs were organized at two sites, respectively (n = 8). Both groups received a 12-session training package designed to improve social skills in four domains. A multiple baseline design across skills was used to evaluate effectiveness for individuals in each group, with skills assessed using a 16-situation role-play test. As a result of training, participants improved in skill performance using the role-play test, but an in-vivo assessment showed little change. Thus it was concluded that the treatment package was effective in improving social skills, but not powerful enough to effect significant changes in other settings. Suggestions are given concerning treatment effectiveness and implications for social work practice.
Objective
This social work research evaluates the effectiveness of an advanced, experimental treatment program for improving social skills with 6 developmentally disabled adults in a vocational training project.
Method
The effectiveness of the group treatment program was evaluated using multiple baseline designs replicated for 6 participants across six social skills. The intervention was developed in a previous study, and the skills were selected using a needs assessment.
Results
Results were mixed, and treatment gains from baseline to treatment phases were inconsistent across skills and participants. A 1-year follow-up assessment revealed that posttreatment skill levels were usually maintained.
Conclusions
These results only partially support the effectiveness of the group treatment program. Possible explanations for this conclusion are given, and clinical implications for social workers are discussed.
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