The effects of peer tutoring and self-management on on-task behavior and academic performance (tutee) as well as disruptive behaviors (tutor) were examined. The tutor had been identified as behaviorally disordered and the tutee as learning disabled. During the peer tutoring condition the tutee improved his on-task and academic performance but the tutor's disruptive behavior did not change. Self-management was initiated for both subjects. During self-monitoring the tutee's on-task behavior improved above that during peer tutoring. The tutor self-monitored his disruptive behavior but only slight improvements were observed. A self-instructional component was then added and the disruptive behavior was eliminated. For both subjects, a multiple baseline across-settings design was applied and results were observed across resource and general education English and mathematics classes.
Get full access to this article
View all access options for this article.
References
1.
AllenV. L. (Ed.). (1976). Children as teachers: Theory and research on tutoring.New York: Holt.
2.
Beirne-SmithM. (1991). Peer tutoring in arithmetic for children with learning disabilities.Exceptional Children, 57, 330–337.
3.
BlickD. W., & TestD. W. (1987). Effects of self-recording on high school students' on-task behavior.Learning Disability Quarterly, 10, 203–213.
4.
BrownD., & FrankA. R. (1990). “Let me do it!” Self-monitoring in solving arithmetic problems.Education and Treatment of Children, 13, 239–248.
5.
ByrdD. E. (1990). Peer tutoring with the learning disabled: A critical review.Journal of Educational Research, 84, 115–118.
6.
DelquadriJ. C., GreenwoodC. R., StrettonK., & HallR. V. (1983). The peer tutoring spelling game: A classroom procedure for increasing opportunity to respond and spelling performance.Education and Treatment of Children, 6, 226–237.
7.
FrancaV. M., KerrM. M., ReitzA. L., & LambertD. (1990). Peer tutoring among behaviorally disordered students: Academic and social benefits to tutor and tutee.Education and Treatment of Children, 13, 109–128.
8.
GreenwoodC. R., CartaJ. J., & HallV. R. (1988). The use of peer tutoring strategies in classroom management and educational instruction.School Psychology Review, 17, 258–275.
9.
GreerR. D., & PolirstokS. R. (1982). Collateral gains and short-term maintenance in reading and on-task responses by inner-city adolescents as a function of their use of social reinforcement while tutoring.Journal of Applied Behavior Analysis, 15, 123–139.
10.
HaisleyF. B., TellC. A., & AndrewsJ. (1981). Peers as tutors in the mainstream: Trained “teachers” of handicapped adolescents.Journal of Learning Disabilities, 14, 224–226.
11.
HallahanD. P., & SaponaR. (1983). Self-monitoring of attention with learning disabled children: Past research and current issues.Journal of Learning Disabilities, 16, 616–620.
12.
JastakS. R., & WilkinsonG. S. (1984). Wide range achievement test - revised.Wilmington, DE: Jastak.
13.
KerrM. N., & NelsonC. M. (1983). Strategies for managing behavior problems in the classroom.Columbus, OH: Merrill.
14.
McCarlJ. J., SvobodnyL., & BeareP. L. (1991). Self-recording in a classroom for students with mild to moderate mental handicaps: Effects on productivity and on-task behavior.Education and Training in Mental Retardation, 26, 79–88.
15.
McLaughlinT. F., KrappmanV. F., & WelshJ. M. (1985). The effects of self-recording for on-task behavior of behaviorally disordered special education students.Remedial and Special Education, 6, 42–45.
16.
MillerM., MillerS. R., WheelerJ. J., & SelingerJ. (1989). Can a single-classroom treatment approach change academic performance and behavioral characteristics in severely behaviorally disordered adolescents? An experimental inquiry.Behavioral Disorders, 14, 215–225.
17.
PolirstokS. R., & GreerR. D. (1986). A replication of collateral effects and a component analysis of a successful tutoring package for inner-city adolescents.Education and Treatment of Children, 9, 101–121.
18.
PraterM. A., HoganS., & MillerS. R. (1992). Using self-monitoring to improve on-task behavior and academic skills of an adolescent with mild disabilities across special and regular education settings.Education and Treatment of Children, 15, 43–55.
19.
PraterM. A., JoyR., ChilmanB., TempleJ., & MillerS. R. (1991). Self-monitoring of on-task behavior by adolescents with learning disabilities.Learning Disability Quarterly, 14, 164–177.
20.
PraterM. A., PlankS., & MillerS. (1991). The effects of self-monitoring on decreasing talking-out behavior and increasing time-on-task.Perceptions, 26(4), 12–17.
21.
SalendS. J., & NowakM. R. (1988). Effects of peer-previewing on LD students' oral reading skills.Learning Disabilities Quarterly, 11, 47–53.
22.
ScruggsT. E., MastropieriM. A., & RichterL. (1985). Peer tutoring with behaviorally disordered students: Social and academic benefits.Behavioral Disorders, 10, 283–294.
23.
ScruggsT. E., & RichterL. (1985). Tutoring learning disabled students: A critical review.Learning Disability Quarterly, 8, 286–298.
24.
SugaiG., & RoweP. (1984). The effect of self-recording on out-of-seat behavior of an EMR student.Education and Training in Mental Retardation, 19, 23–28.
25.
TawneyJ., & GastD. (1984). Single subject research in special education.Columbus, OH: Merrill.
26.
WechslerD. (1974). Wechsler intelligence scale for children - revised.Cleveland, OH: Psychological Corp.
