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

Abstract

Classwide 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.

Additional information

Notes on contributors

George J. DuPaul

George J. DuPaul, PhD, received his doctorate from the University of Rhode Island in 1985. He is currently Associate Professor of School Psychology at Lehigh University. His research interests include classroom interventions for children with Attention Deficit Hyperactivity Disorder.

Patricia North Henningson

Patricia North Henningson, M.Ed., received her Master's degree in Special Education from Lesley College in 1980. She is currently a Special Education Facilitator in the Worcester, MA Public Schools.