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NASP Home NASP Publications School Psychology Review (SPR) Volume 28 Issue 1 (1999) Parent Tutoring for Students With Att...
Volume 28, Issue 1 (1999)

Parent Tutoring for Students With Attention-Deficit/Hyperactivity Disorder: Effects on Reading at Home and School

pp. 60—75

Abstract: The present study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder(ADHD), at home and at school.A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3. Results indicated that (a) reading performance in the home setting improved for all students; (b) reading performance in the school setting showed improvements, but data should be interpreted with some considerations; and(c) peer comparison data revealed that although two students reached average levels of performance at least onetime during the study, students did not catchup to these levels of performance. In addition, students attitudes toward reading remained stable or improved, and favorable acceptability ratings were obtained from teachers, parents, and students. Limitations and implications for practice and further research are discussed.

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