The Relative Effects of Classwide Peer Tutoring and Peer Coaching on the Positive Social Behaviors of Children With ADHD

Pamela J. Plumer · Gary D. Stoner

49 citations0/0 files storedJournal of Attention Disorders

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Attention Deficit Hyperactivity Disorder

Abstract

This study investigates the effects of Classwide Peer Tutoring (CWPT) and peer coaching on the peer social behaviors of children with ADHD. A single-subject, multiple-baseline design is used with three elementary-school students in Grades 3 and 4. Following a baseline period, CWPT is implemented in each student's classroom. During the second intervention phase, CWPT is continued and peer coaching is added. Peer social behaviors are observed in both academic and social settings, with a primary focus on intervention effects on the latter setting. Results suggest that students participating in CWPT are actively and positively engaged with their peers while carrying out the CWPT program in the academic setting. However, when only CWPT is implemented, increases in positive peer social behaviors are not observed in social settings. The addition of peer coaching results in enhanced social behaviors during recess and lunch.

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References

2018Wechsler Intelligence Scale for Children 2020Wechsler Intelligence Scale for Children 2002Interventions for academic and behavior problems II : Preventive and remedial approaches 1986Classwide Peer Tutoring 1998PEER TUTORING FOR CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: EFFECTS ON CLASSROOM BEHAVIOR AND ACADEMIC PERFORMANCE 1999Relative Effects of Interventions Supporting the Social Competence of Young Children with Disabilities 1994The effects of social skills curricula: Now you see them, now you don't.1993Peer Tutoring Effects on the Classroom Performance of Children with Attention Deficit Hyperactivity Disorder

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