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The efficacy of tutoring programs involving behaviorally disordered students is reviewed. In general, it is concluded that tutoring with behaviorally disordered students (a) exerts a positive effect on academic functioning of the tutee, (b) under certain circumstances positively influences academic functioning of the tutor, and (c) can increase social relations of the tutoring diad and attitudes toward the content area being tutored. In contrast, anecdotal reports of improved general social functioning, including self-esteem, are not supported by available research evidence. In addition, relative academic or social benefits of tutoring compared with alternative intervention strategies are largely unknown. Although outcomes of tutoring programs have generally been positive, teachers considering using tutoring as an instructional alternative are advised to monitor expected results frequently to determine overall effectiveness.
Scruggs et al. (Thu,) studied this question.