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

Stowitschek, Carole E.; Hecimovic, Anton; Stowitschek, Joseph J.; Shores, Richard E.

doi:10.1177/019874298200700310

Cited by 22 publications

(21 citation statements)

References 16 publications

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“…Four studies implemented peer tutoring in the content area of reading (Csapo, 1976;Kreutzer, 1973;Lane, Pollock, & Sher, 1972;McCracken, 1979) and three focused on math, language arts, and social science (Maher, 1982;1986). Spelling was the content area taught in three of the studies (Harrigan, 1994;Hogan & Prater, 1993;Stowitschek, Hecimovic, Stowitschek, & Shores, 1982), and three additional studies examined the effects of peer tutoring on math skills (Gable & Kerr, 1980;Kane & Alley, 1980;Maheady, Sacca, & Harper, 1987). The fi nal three studies focused on improving achievement in social studies classes .…”

Section: Content Of Tutoring For High School Students With Emotional mentioning

confidence: 99%

Peer Tutoring and Students with Emotional or Behavioral Disorders: A Review of the Literature

Spencer

2006

Behavioral Disorders

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This article presents an updated research synthesis on the use of students with emotional or behavioral disorders as tutors and/or tutees. Thirty-eight studies from 1972 to 2002 were identified in which students with emotional or behavioral disorders served as tutors and/or tutees in order to teach their peers a variety of academic and social skills. Within the instructional settings, a variety of peer tutoring models and configurations were found, including cross-age tutoring, which involves older students tutoring younger students, and same-age tutoring, which involves students of the same age tutoring each other. In some studies, a reciprocal component was implemented in which students exchanged roles during the sessions so that each student served as the tutor and the tutee. Overall, results suggest that students with emotional or behavioral disorders can successfully serve as tutors and tutees in reading, writing, and math classes while this replication and expansion of previous research (Maheady, Harper, & Sacca, 1988; Maheady, Sacca, & Harper, 1988) offers promising results in social studies. In addition, recent peer-tutoring research has examined the use of explicit strategy instruction in content-area classes, moving beyond the basic skill and drill of factual information. Implications for future research and practice are discussed.

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Section: Content Of Tutoring For High School Students With Emotional mentioning

confidence: 99%

Peer Tutoring and Students with Emotional or Behavioral Disorders: A Review of the Literature

Spencer

2006

Behavioral Disorders

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“…Research focusing on students with challenging behaviors in the role of cross-age tutor has been limited in recent years but has shown positive outcomes for the tutor, as well as for the tutee (i.e., the student receiving instruction from the tutor; Blake, Wang, Cartledge, & Gardner, 2000; Gumpel & Frank, 1999). Improvements in the areas of reading (Cochran, Feng, Cartledge, & Hamilton, 1993; Top & Osguthorpe, 1987), mathematics (Robinson, Schofield, Steers-Wentzell, 2005), spelling (Stowitschek, Hecimovic, Stowitschek, & Shores, 1982), general test scores, and grades (Maher, 1982, 1984) have been found for tutors with EBD. In addition to academic achievement, research on cross-age tutoring models also suggest positive outcomes in social, emotional, and behavioral skills, including discipline within the classroom setting and the reinforcement of peer relationships (Greenwood, Carta, & Hall, 1988; Maher, 1982, 1984), social skills (Blake et al, 2000; Gumpel & Frank, 1999), on-task behavior (Greenwood, Delquadri, & Hall, 1989; S.…”

Section: Cross-age Tutoring and Students With Ebdmentioning

confidence: 99%

Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature

Watts

Bryant

Carroll

2018

Behavioral Disorders

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The purpose of this synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at-risk for emotional-behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees' improvement); the extent to which the model was effective in promoting desired academic and/or social-emotionalbehavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of the effects; and the overall methodological quality and rigor of the included studies. Findings showed common training and instructional components across interventions, and that tutors with EBD can implement cross-age tutoring procedures with fidelity. The cross-age model was shown to be effective in promoting academic and social-behavioral skills for the tutees as well as the tutors. Evidence for effectiveness in improving self-concept and attitude of the tutor with EBD was inconsistent. Implications and future research considerations are discussed. https://mc.manuscriptcentral.com/bd Behavioral Disorders

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“…When choosing tutors, N Tutors' social skills may be lower, equal to, or better than their tutees. (Blake et al, 2000;Franca & Kerr, 1990;Stowitschek, Hecimovic, Stowitschek, & Shores, 1982;Weiner, Goldman, Lev, Toledano, & Rosner, 1974).…”

Section: Selecting and Pairing Tutoring Partnersmentioning

confidence: 99%

“…For instance, if a tutor should provide both praise and corrective feedback, therefore the checklist may say, ''I praised (student's name) for one thing he/she did correctly,'' and ''I told (student's name) one thing he/she can do better next time.'' Teachers can also occasionally observe tutoring sessions using the same checklist to ensure that tutoring is being implemented with fidelity (Maher, 1984(Maher, , 1986Stowitschek et al, 1982).…”

Section: Checking the Fidelity Of Tutoring Implementationmentioning

confidence: 99%

Students with Emotional and Behavioral Disorders as Peer Tutors: A Valued Role

2013

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R ob is a sixth grade student in Ms. Decker's self-contained classroom for students with emotional and behavioral disorders (EBD). He has struggled in school, both academically and behaviorally, for as long as his family can remember. He was retained in kindergarten and first grade, and has failed to meet benchmarks on the annual state standardized test. Rob also engages in many escapemotivated behaviors. For instance, he flipped over his desk and punched a wall as others completed a benchmark reading test last month, and said, ''I will fail anyway no matter what, so why even try?'' Ms. Decker has noticed that Rob works very hard on nonacademic activities that interest him. Recently, Rob developed a passion for magic. He watched a series of magic videos on YouTube over and over, practiced the trick several times a day, and expressed great pride when he was able to show this trick to his classmates. The energy and effort that he poured into his magic trick showed Ms. Decker that he is motivated to learn new things, and to display this knowledge before others. She wonders how she can harness this motivation in a positive and proactive way to support his academic and behavioral needs. Although Rob clearly has challenges, Ms. Decker could positively and proactively harness his motivation and better meet his academic and behavioral needs by placing him in a position of responsibility as a peer tutor. The concept of this idea may seem like a frightening prospect at first. Indeed, teachers may be hesitant to consider students with academic challenges as potential tutors (Cochran, Feng, Cartledge, & Hamilton, 1993), particularly students with EBD who often have challenging behaviors and poor interpersonal relationships in addition to their own academic needs (Landrum, Tankersley, & Kauffman, 2003; Trout, Nordness, Pierce, & Epstein, 2003). However, existing research has demonstrated that, with careful planning and support, many students with EBD can effectively tutor other students (Blake, Wang, Cartledge, & Gardner, 2000; Tournaki & Criscitiello, 2003). This article will provide theoretical and empirical support for placing students with EBD in tutoring positions and make recommendations for implementing peer tutoring programs with students like Rob.

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

Cited by 22 publications

References 16 publications

Peer Tutoring and Students with Emotional or Behavioral Disorders: A Review of the Literature

Peer Tutoring and Students with Emotional or Behavioral Disorders: A Review of the Literature

Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature

Students with Emotional and Behavioral Disorders as Peer Tutors: A Valued Role

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