The Effects of Reverse-Role Tutoring on the Social Acceptance of Students with Behavioral Disorders

Abstract

The objective of the study was to determine whether participating in reverse-role tutoring would improve nonhandicapped students' attitudes toward behaviorally disordered peers. A total of 88 students participated in the study; 6 fifth grade and 8 sixth grade aged behaviorally disordered tutors, 12 fifth grade and 16 sixth grade aged regular class tutees, and 46 fifth and sixth grade aged regular class students comprising two control groups. A pretest-posttest control group design was utilized to compare the responses made by tutees on a student attitudes questionnaire with the responses made by those in the control groups. Analysis of variance of the regular class students' pretest responses indicated that the behaviorally disordered students were less accepted than were regular class peers. Analysis of covariance showed that the tutees rated their behaviorally disordered tutors significantly higher than different-class controls. The tutees did not, however, generalize more positive attitudes toward a class of behaviorally disordered students with whom they did not have tutoring contact.

Peer tutoring effects on students who are perceived as not socially accepted

“…Shisler et al (1987) found that tutees rated their tutors high and found a change in attitude with a mean almost equal to the mean of regular education students. In addition, the results indicated that the regular education students held more negative attitudes toward students with behavior disorders in self-contained classes.…”

“…As Shisler et al (1987) pointed out, it will be necessary to start focusing on what makes students similar rather than what makes them different. Students can thus be helped to assume responsibilities that will result in heightened competence, even confidence, in the classroom.…”

“…Although the results of this study were not statistically significant, unlike previous studies investigating academic benefits with regular education students (Pigott et al, 1986), students with mental handicaps (Osguthorpe et al, 1985), students with learning disabilities (Bar-Eli & Raviv, 1982), and children with behavior disorders (Cook, Scruggs, Mastropieri, & Casto, 1986), social gains are more difficult to assess systematically. Shisler et al (1987) found that tutees rated their tutors high and found a change in attitude with a mean almost equal to the mean of regular education students. In addition, the results indicated that the regular education students held more negative attitudes toward students with behavior disorders in self-contained classes.…”

“…In addition, the results indicated that the regular education students held more negative attitudes toward students with behavior disorders in self-contained classes. According to Shisler et al (1987), attitude change was sustained over time but the effects did not generalize to other students in the school with behavior disorders.…”

Handbook of Intellectual and Developmental Disabilities

“…There have been several studies, however, that did show significant changes in children's interpersonal interactions and social relationships. For example, Costa (1983), Fenrick and Petersen (1984), and Osguthorpe and colleagues (Osguthorpe, Eiserman, & Shisler, 1985;Shisler, Osguthorpe, & Eiserman, 1987) all found positive changes in nondisabled children's attitudes toward their peers with disabilities as well as greater social acceptance. In fact, Osguthorpe et al (1985), along with Mortweet (1999), found that the improved social interactions observed in the tutoring situation generalized to other social situations.…”