Students With Emotional and Behavioral Disorders as Tutors

Abstract

Teachers implementing tutoring programs in which their students with emotional and behavioral disorders (EBD) serve as cross-age tutors (CAT-EBD) for younger students in need of additional instruction have reported improvements in academic, social-emotional, and behavioral skills for both tutees and tutors. This practitioner-lead article features firsthand experiences and insights from a special educator implementing such a program. In addition to identifying the perceived strengths, challenges, and overall outcomes of a CAT-EBD program, the experiences within the case study highlight connections and recommendations for effective planning, training, supervising, and supporting of students with EBD as tutors. Practical strategies are provided in support of the challenges identified in implementing and sustaining a CAT-EBD program.

“The change was as big as night and day”: Experiences of professors teaching students with intellectual disabilities

“…Peer supports in PSE, reflected in the path model, provide benefits beyond the academic realm and could be mutually beneficial to the advancement of social and interpersonal skills for both mentors and mentees (Watts et al, 2020). However, any peer-mediated instructional support requires appropriate training and supervision to be successful, especially when supporting the development of independent learning skills (Watts & Kerr, 2022).…”

Considering Time: Practical Applications for Supporting Students With Disabilities in Hispanic Serving Institutions

“…Although office hours may suffice for the general student population, students with disabilities can benefit from regularly scheduled one-on-one office hours with instructors and/or small group peer support group arrangements (Watts & McKenna, 2022). These reoccurring check-ins can support relationship development between the student(s) and instructor, as well as opportunities for active progress monitoring or learning, direct individual feedback, and specific positive reinforcement (i.e., praise) to increase motivation and success within the course (Watts & Kerr, 2022). Scheduling regular, individual office hours can be a reliable and practical strategy for supporting students with disabilities in PSE.…”