Kristin H. Mayfield & Timothy R. Vollmer (2007).
Teaching math skills to at-risk students using home-based peer tutoring.
Journal of Applied Behavior Analysis,
40, 223-237.
Home-based peer tutoring was used to teach math skills to 4 girls with deficits in mathematics and histories
of abuse or neglect. Girls living in the same home formed tutoring dyads, and each participant served as both
the peer tutor and the tutee during the course of the study. At the initiation of the tutoring intervention, an expert
tutor provided multiple 3-min tutoring sessions to the designated peer tutor on three or four mathematics skills.
The peer tutor concurrently provided 3-min tutoring sessions on the same skills to the tutee using a multiple
baseline design. Results showed that participants improved their performance on all target skills. Additional
interventions were implemented for some skills to improve accuracy further. Maintenance tests were also
administered after 3 to 5 months of no practice on the skills. Results showed that tutors and tutees maintained
their accuracy on 7 of the 12 skills assessed.
DESCRIPTORS: maltreated youth, mathematics, peer tutoring