The Relative Effects of Classwide Peer Tutoring and Peer Coaching on the Positive Social Behaviors of Children with ADHD

Autor/inn/en	Plumer, Pamela J.; Stoner, Gary
Titel	The Relative Effects of Classwide Peer Tutoring and Peer Coaching on the Positive Social Behaviors of Children with ADHD
Quelle	In: Journal of Attention Disorders, 9 (2005) 1, S.290-300 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054705280796
Schlagwörter	Intervention; Social Behavior; Grade 3; Peer Teaching; Tutoring; Interpersonal Competence; Attention Deficit Disorders; Hyperactivity; Grade 4; Elementary School Students; Program Effectiveness; Peer Relationship; Social Development + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; School year 03; 3. Schuljahr; Schuljahr 03; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Interpersonale Kompetenz; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; School year 04; 4. Schuljahr; Schuljahr 04; Peer-Beziehungen; Soziale Entwicklung
Abstract	This study investigates the effects of Classwide Peer Tutoring (CWPT) and peer coaching on the peer social behaviors of children with ADHD. A single-subject, multiple-baseline design is used with three elementary-school students in Grades 3 and 4. Following a baseline period, CWPT is implemented in each student's classroom. During the second intervention phase, CWPT is continued and peer coaching is added. Peer social behaviors are observed in both academic and social settings, with a primary focus on intervention effects on the latter setting. Results suggest that students participating in CWPT are actively and positively engaged with their peers while carrying out the CWPT program in the academic setting. However, when only CWPT is implemented, increases in positive peer social behaviors are not observed in social settings. The addition of peer coaching results in enhanced social behaviors during recess and lunch. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10