OutcomeSocial –Emotional (Behavior)
This study was designed to determine if individuals labeled as bullies show more appropriate social interaction after serving as peer tutors for their less academically competent peers. The effectiveness of peer tutoring was assessed using a multiple baseline design across 3 students identified as bullies.
Tutees were selected via teacher referrals and tutors were trained on how to perform their roles. Data was collected on the social interactions of the tutors as well as the academic performance of the tutors and tutees. The results indicated that peer tutoring intervention did not improve appropriate social interactions for the tutors, nor did it increase academic performance for tutors or tutees. However, subjective reports by the teacher revealed modest improvements for some of the participants.