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NASP Home NASP Publications School Psychology Review (SPR) Volume 22 Issue 1 (1993) Peer Tutoring Effects on the Classroo...
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Volume 22, Issue 1 (1993)

Peer Tutoring Effects on the Classroom Performance of Children With Attention Deficit Hyperactivity Disorder

pp. 134—143

Class wide peer tutoring procedures involve instructional procedures (e.g., provision of frequent, immediate feedback) that are known to be successful for children with Attention Deficit Hyperactivity Disorder (ADHD). The implementation of peer tutoring for one student with ADHD is described in detail, with results indicating significant improvements in attention to instruction, task irrelevant activity level, and acquisition of mathematics skills. Peer tutoring may be a viable adjunct and/or alternative to teacher-mediated behavioral interventions for ADHD.

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