针对注意力缺陷多动障碍儿童的同伴辅导：对课堂行为和学业成绩的影响。
Peer tutoring for children with attention deficit hyperactivity disorder: effects on classroom behavior and academic performance.
作者信息
DuPaul G J, Ervin R A, Hook C L, McGoey K E
机构信息
School Psychology Program, Lehigh University, Bethlehem, Pennsylvania 18015, USA.
出版信息
J Appl Behav Anal. 1998 Winter;31(4):579-92. doi: 10.1901/jaba.1998.31-579.
Abstract
We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first- through fifth-grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off-task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings.
摘要
我们研究了全班同伴辅导（CWPT）对注意力缺陷多动障碍（ADHD）学生课堂行为和学业成绩的影响。将典型教学活动与CWPT进行对比，对象为18名患有ADHD的儿童以及10名来自一至五年级普通教育班级的同伴对照学生。对于大多数参与者而言，CWPT使得他们在学术任务中的积极参与度有所提高，同时任务外行为减少。在CWPT条件下，通过治疗成功指数衡量，50%的ADHD学生在数学或拼写方面的学业成绩有所改善。参与的教师和学生对干预程序表示高度满意。我们的结果表明，同伴辅导似乎是在普通教育环境中解决与ADHD相关的学业和行为困难的有效策略。
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