Peer Tutoring Effects on the Classroom Performance of Children with Attention Deficit Hyperactivity Disorder

Abstract

Classwide peer tutoring procedures involve instructional procedures (e.g., provision of frequent, immediate feedback) that are known to be successful for children with Attention Deficit Hyperactivity Disorder (ADHD). The implementation of peer tutoring for one student with ADHD is described in detail, with results indicating significant improvements in attention to instruction, task-irrelevant activity level, and acquisition of mathematics skills. Peer tutoring may be a viable adjunct and/or alternative to teacher-mediated behavioral interventions for ADHD.