Peer Tutoring for Children With Attention Deficit Hyperactivity Disorder: Effects on Classroom Behavior and Academic Performance

Abstract

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.

Emotional and cognitive effects of peer tutoring among secondary school mathematics students

“…This may be due to the friendly environment this type of method generates among the students, and to the tutors' use of language and examples that are most appropriate for the age of the tutees. [69,70] In addition, the more relaxed environment and individual attention enabled them to ask questions without fear and to receive an immediate answer. [13] This is illustrated by the way all the students were actively involved in solving the problems: the tutors went to great pains to explain all the exercises to their tutees, and the tutees paid great attention to their tutors' explanations.…”

Attention‐Deficit Hyperactivity Disorder in the context of a high intellectual quotient/giftedness

“…Interventions then must be directed at the academic difficulties endemic to the ADHD population. The interventions, which have been demonstrated to positively affect academic performance, are stimulant medications [MTA Collaborative Group, 2004], daily report cards that encourage home/school communication [Pelham et al, 1993], class-wide peer tutoring [DuPaul et al, 1998], computer-assisted instruction [Clarfield and Stoner, 2005], homework support [Power et al, 2001], and directed note-taking [Evans et al, 1995].…”

Children with Attention-Defecit/Hyperactivity Disorder: Peer Relationships and Peer-Oriented Interventions

“…The two areas can even be addressed simultaneously, for example, by using peer tutoring and cooperative activities. These strategies have been shown to be successful in engaging ADHD children in on-task behavior (Du Paul, Ervin, Hook, and McGoey, 1998) and in improving the social status of non-ADHD children (Furman and Gavin, 1989). The tutors and groups involving the ADHD child could be rewarded by the teacher for engaging in positive, cooperative interactions.…”