Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research

Bowman‐Perrott, Lisa; Davis, Heather; Vannest, Kimberly J.; Williams, Lauren E.; Greenwood, Charles R.; Parker, Richard

doi:10.1080/02796015.2013.12087490

Cited by 174 publications

(100 citation statements)

References 44 publications

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“…Relatedly, although increased interactions are likely to lead to increased likeability under a variety of circumstances, having a common goal and cooperating together on a task can strengthen peer relationships (Pettigrew & Tropp, 2006). In future studies, it might be beneficial to assign students cooperative tasks with shared goals to increase the frequency of the positive and collaborative interactions (e.g., Allen, 2013; Bowman-Perrot, Davis, Vannest, Williams, & Greenwood, 2013).…”

Section: Discussionmentioning

confidence: 99%

Enhancing Social Inclusion of Children With Externalizing Problems Through Classroom Seating Arrangements: A Randomized Controlled Trial

Berg

Stoltz

2018

Journal of Emotional and Behavioral Disorders

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Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems.

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Section: Discussionmentioning

confidence: 99%

Enhancing Social Inclusion of Children With Externalizing Problems Through Classroom Seating Arrangements: A Randomized Controlled Trial

Berg

Stoltz

2018

Journal of Emotional and Behavioral Disorders

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“…The study examined a mathematics intervention provided in English by a teacher or paraprofessional. We excluded peer-mediated interventions because meta-analyses have investigated the effect of such interventions (e.g., Bowman-Perrott et al, 2013; Rohrbeck, Ginsburg-Block, Fantuzzo, & Miller, 2003), and we wanted to understand the impact of educator-led interventions.…”

Section: Methodsmentioning

confidence: 99%

Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research

Stevens

Rodgers

Powell

2017

Remedial and Special Education

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The purpose of this review was to conduct a meta-analysis of 25 years of mathematics interventions for students with mathematics difficulty or disability in Grades 4 through 12. A search of the literature yielded 25 studies that met the inclusion criteria. Studies were coded to extract important study information (e.g., participant information, research design, description of treatment, and comparison groups) and data needed to calculate Hedge’s g. We used robust variance estimation (RVE) to address dependence resulting from multiple outcomes per study. The RVE random-effects model estimated a treatment effect of 0.85. After adjusting for small-study effects, the final model estimated an underlying, moderate effect of 0.49 with a large amount of unexplained heterogeneity between studies. Studies with more than 15 hr of treatment and those focused on fraction content significantly moderated mathematics outcomes. Findings are limited by extreme variability across study estimates, the lack of standardized mathematics measures, and a limited number of studies across 25 years of research.

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“…One popular effect size statistic recommended for single-case meta-analysis is Tau-U, a modified form of Kendall’s rank order correlation Tau (Parker, Vannest, & Davis, 2011; Parker, Vannest, Davis, & Sauber, 2011; Vannest, Parker, Gonen, & Adiguzel, 2016). Tau-U has been adopted in a number of single-case meta-analyses (e.g., Bowman-Perrott et al, 2013; Dart, Collins, Klingbeil, & McKinley, 2014; Whalon, Conroy, Martinez, & Werch, 2015). However, a number of limitations have been noted by Tarlow (2017b) regarding the original Tau-U statistic.…”

Section: Single-case Meta-analysismentioning

confidence: 99%

The Effects of Social Skills Interventions for Students With EBD and ASD: A Single-Case Meta-Analysis

et al. 2019

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Social skills interventions are critical for promoting social, emotional, and behavioral competence for students with or at risk of emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD). This single-case meta-analysis examined the effects of social skills interventions (SSIs) for students with EBD and ASD. Effect sizes were calculated for 78 cases across 25 included studies using a nonparametric effect size, Baseline Corrected Tau. The overall weighted mean effect size of 0.54 suggested a moderate effect across the 25 studies. The overall weighted mean effects for studies reporting maintenance and generalization data were 0.68 and 0.37, respectively. Potential moderators examined (disability, intervention design, intervention delivery, methodological quality) were not significant. As such, they did not moderate the outcomes for participants. We conducted a post hoc analysis and hypothesized that between-study differences may be more meaningful than the similarities shared by participants in the same moderator groups. Implications are discussed on using SSIs to address the social, emotional, and behavioral challenges of students with or at risk of EBD and ASD.

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Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research

Cited by 174 publications

References 44 publications

Enhancing Social Inclusion of Children With Externalizing Problems Through Classroom Seating Arrangements: A Randomized Controlled Trial

Enhancing Social Inclusion of Children With Externalizing Problems Through Classroom Seating Arrangements: A Randomized Controlled Trial

Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research

The Effects of Social Skills Interventions for Students With EBD and ASD: A Single-Case Meta-Analysis

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