What question did this study set out to answer?

This research aims to evaluate how Classwide Peer Tutoring and peer coaching influence the social behaviors of children with ADHD.

August 1, 2005Journal of Attention Disorders

The Relative Effects of Classwide Peer Tutoring and Peer Coaching on the Positive Social Behaviors of Children With ADHD

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This research aims to evaluate how Classwide Peer Tutoring and peer coaching influence the social behaviors of children with ADHD.
Single-subject, multiple-baseline design with three elementary students in Grades 3 and 4.
Implemented Classwide Peer Tutoring followed by the addition of peer coaching.
Observed peer social behaviors in academic and social contexts.
Students engaged positively during Classwide Peer Tutoring in academic settings.
No significant increase in positive peer behaviors was observed solely with Classwide Peer Tutoring.
The introduction of peer coaching correlated with improved social behaviors during recess and lunch.

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Implication

Single-subject design investigates intervention effects on social behaviors in children with ADHD, suggesting peer coaching enhances peer relationships.

Cite This Study

Plumer et al. (2005) studied this question.

synapsesocial.com/papers/6a201905c1b320180d0dedf1 https://doi.org/10.1177/1087054705280796

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Implication

Single-subject design investigates intervention effects on social behaviors in children with ADHD, suggesting peer coaching enhances peer relationships.

The Relative Effects of Classwide Peer Tutoring and Peer Coaching on the Positive Social Behaviors of Children With ADHD

Key Points

Discussion

Implication

Cite This Study

The Relative Effects of Classwide Peer Tutoring and Peer Coaching on the Positive Social Behaviors of Children With ADHD

Key Points

Discussion

Implication

Cite This Study

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