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

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 one time during the study, students did not catch up 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.

Additional information

Notes on contributors

Christine L. Hook

Christine L. Hook, PhD, is a Staff Psychologist at the Developmental Evaluation Center in Wilmington, NC. She received her doctorate in School Psychology from Lehigh University in 1997. Her areas of professional interest include assessment and early intervention for young children with Attention-Deficit/Hyperactivity Disorder (ADHD).

George J. DuPaul

George J. DuPaul is Professor and Coordinator of the School Psychology program at Lehigh University. His research interests include school-based interventions for students with Attention-Deficit/Hyperactivity Disorder (ADHD) and early intervention for children with behavior disorders. Dr. DuPaul is an Associate Editor of the School Psychology Review.