Outcome
Social –Emotional (Behavior)ABSTRACT
This study investigated how ClassWide Peer Tutoring can be effective for students with
Emotional or Behavioral Disorders. This research was a quantitative study and followed an A-BA design, where the first A was the initial baseline observations, B was the ClassWide Peer Tutoring intervention, and the second A was the baseline reintroduced after the intervention was withdrawn. The study was six weeks and each phase of the research design was for two weeks with two observations each week. The study examined data from a single subject participant with Emotional or Behavioral Disorders in an 8th grade mathematics class. Results from this study found on-task behaviors increased while off-task behaviors decreased when ClassWide Peer Tutoring was implemented during intervention. In addition to improved behavior, academic accuracy was better with ClassWide Peer Tutoring. Implications for further research include lengthening the research study to an A-B-A design and examining the differences between student thought incentives and teacher incentives.
