Randomly assigned to tutor and control groups were 24 behaviorally disordered students. Tutoring condition students tutored lower functioning students in language and social play areas during four 5-week tutoring sessions. A variety of dependent measures were employed during the course of the intervention including absences, disciplinary referrals, change in targeted behaviors, behavior rating scales, continuous records, achievement test scores, and attitudes toward school. Although anecdotal reports strongly favored tutoring, all objective measures failed to indicate behavior change due to tutoring. Congruence with previous research and implications for special education are given.
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