Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

Abstract

Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.

Students With Emotional and Behavioral Disorders as Tutors

“…Students, teachers, and parents of students participating in CAT-EBD programs have reported high levels of perceived effectiveness and a strong desire to continue the program once it ends (Watts et al, 2020). The CAT-EBD model helps to utilize the limited resources in a school/classroom to maximize differentiation in instruction, increases the availability for special educators to provide direct instruction to students with the most intensive needs, and deepens the quality of authentic social-emotional-behavioral skills practice and acquisition.…”

“…A simple invitation to these stakeholders to come observe a tutoring session can increase opportunities for praise for the participating students from new sources, therefore increasing engagement, confidence, and pride in their new skills. These invitations can prove to be beneficial for the observers, who may be surprised in seeing familiar students with EBD exhibit unfamiliar, positive social-behavioral skills (i.e., changing their own perspectives/expectations of the students' abilities; Watts et al, 2020).…”

“…Due to the differing instructional schedules between grade levels, scheduling tutoring sessions can be one of the key challenges to implementing CAT-EBD programming (Watts et al, 2020). In addition, resistance from staff may be observed, as some educators may perceive the tutors' participation in the program as an undeserved reward in relation to their current classroom behavior.…”

“…Teachers who have implemented CAT-EBD report student improvements in utilizing self-regulation/coping skills (e.g., independently requesting breaks), daily behavior point chart scores in general education classes (i.e., target behaviors), weekly progress monitoring assessment scores, and functional skills such as reading an analogue clock (i.e., to attend tutoring sessions on time; Watts et al, 2020). General education teachers have perceived increases in engagement and on-task behavior after students attended CAT-EBD (Blake et al, 2000).…”

The Engaged Learners Program: Effects on Student Engagement During Small Group Reading Instruction

“…Therefore, it is not surprising that both researchers and practitioners have called for more work to address the needs of students with co-occurring RD and inattention during small group reading instruction, as well as to address student engagement through improved instructional practices (Kauffman, 2010; Lemons et al, 2016; MacDonald et al, 2021; Roberts et al, 2021, 2023). Additionally, researchers have found that educators not only need a behavior support program to be effective, but also one that is easy to understand (i.e., usable), perceived to be effective, and able to be implemented with fidelity (i.e., feasible) (Kuchle & Riley-Tillman, 2019; Lawson et al, 2023; Lemons et al, 2016; Watts et al, 2019; 2020). Overall, the identification of such a usable, feasible, and effective behavior support program that can be integrated into small group reading instruction is timely and necessary to support schools in delivering effective interventions for students with RD+Inattention (e.g., Eisman et al, 2020; Kauffman 2010; Lemons et al, 2016; Ringwalt et al, 2016; Roberts et al, 2020; 2021).…”