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

DuPaul, George J.; Henningson, Patricia North

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Peer reviewed

ERIC Number: EJ486028

Record Type: CIJE

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0279-6015

EISSN: N/A

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

DuPaul, George J.; Henningson, Patricia North

School Psychology Review, v22 n1 p134-43 1993

Classwide peer tutoring procedures involve instructional procedures (provision of frequent, immediate feedback) that are successful for children with Attention Deficit Hyperactivity Disorder (ADHD). Implemented peer tutoring for one second-grade ADHD student. Results indicated significant improvements in attention to instruction, task-irrelevant activity level, and acquisition of mathematics skills. (Author/NB)

Descriptors: Attention, Attention Deficit Disorders, Elementary School Students, Feedback, Grade 2, Hyperactivity, Mathematics Achievement, Peer Teaching, Primary Education, Student Problems, Tutoring

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A