ClassWide Peer Tutoring

Students who experience multiple risk factors (e.g., poor attendance, failing grades, discipline problems) have an increased likelihood of not completing school. Too often, students with emotional and behavior disorders (E/BD) experience many of the factors that place them at risk for school dropout. In addition to behavioral problems (Vaughn, Levy, Coleman, & Bos, 2002), students with E/BD experience an increased risk for academic failure, namely, reading problems (Trout, Nordness, Pierce, & Epstein, 2003). Trout et al. (2003) reported that more often than not, students with E/BD did not experience academic success and were found to be below grade level compared to their peers. Hence, a focus on both basic skills and content area knowledge are essential. With regard to long-term outcomes, students with E/BD are typically less likely to enroll in postsecondary education (Wagner et al., 1991) and to experience higher unemployment and arrest rates (Blackorby & Wagner, 1996) than their peers. The No Child Left Behind Act of 2001 was set forth to improve and encourage the academic achievement of all students. Efforts need to be made to help ensure the success of students with E/BD across educational settings and content areas.