DuPaul, G. J., Ervin, R. A., Hook, C. L., & McGoey, K. E. (1998).
Peer tutoring for children with attention deficit hyperactivity disorder: Effects on classroom behavior and academic performance.
Journal of Applied Behavior Analysis,
31, 579-592.
We investigated the effects of classwide peer tutoring (CWPT) on
the classroom behavior and academic performance of students with
attention deficit hyperactivity disorder (ADHD). Typical
instructional activities were contrasted with CWPT for 18
children with ADHD and 10 peer comparison students attending
first- through fifth-grade general education classes. CWPT led to
increases in active engagement in academic tasks along with
reductions in off-task behavior for most participants. Of
students with ADHD, 50% exhibited improvements in academic
performance in math or spelling during CWPT conditions, as
measured by a treatment success index. Participating teachers and
students reported a high level of satisfaction with intervention
procedures. Our results suggest that peer tutoring appears to be
an effective strategy for addressing the academic and behavioral
difficulties associated with ADHD in general education settings.
DESCRIPTORS: classwide peer tutoring, attention deficit
hyperactivity disorder, academic intervention