This study was a formative evaluation of a peer tutoring package. The purpose was to investigate the effects of a peer tutoring package on the instructional performance of behaviorally disordered adolescents, directly trained by their teachers, and subsequent effects on the performance of their learners. Generative effects of the peer tutoring procedures were observed in successive peer tutor-learner dyads not directly trained by teachers. This study used an across subject multiple baseline design to study peer instructional behavior during daily training sessions and concomitant learner spelling performance. Results showed that learner performance on daily spelling tests increased considerably when intervention in the form of peer instruction occurred. Peer use of the instructional strategy varied greatly but all peer tutors consistently used the recordkeeping and graphing strategies as presented in the peer teaching package.
Three psychiatric teacher-counselors and five students from a residential mental health treatment facility for adolescents with behavior disorders were used to determine if consistent use of a 14-step planning strategy would result in student increases in academic performance. The planning strategy included analysis of error types and analysis of correct and error performance trends in the student's daily work. Daily interviews were conducted to determine which planning strategies were being employed by the teacher-counselors. Student academic performance was concurrently assessed by daily scoring of the student's mathematics worksheet. Intervention with the teachers was staggered to produce a multiple baseline design. Results were that four of the five students showed significant gains in academic performance in mathematics when teachers consistently used the planning strategy.
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