ERIC Number: ED343317
Record Type: RIE
Publication Date: 1990-Aug
Increasing Affective and Academic Performance of Ninth Grade Emotionally Handicapped Students through a Peer Assistance Team Program.
Birnbaum, Barry W.
This practicum attempted to increase interpersonal skills and academic competence of 14 high school students with emotional handicaps through use of peer tutoring. The 17 high school seniors selected as peer assistors received training prior to program implementation. Peer assistors were required to identify goals and strategies weekly, work with their assigned student three times a week, keep a diary, and complete forms recording student progress. Highly positive results were found for tutees in the areas of attendance, reduction in use of inappropriate language, completion of class assignments, academic grades, interactions with peers, independent contacts with peers, number of negative behaviors, and discipline referrals. Peer assistors also gained in their understanding of disabilities and their ability to develop goals and objectives. Teachers in mainstream classes reported significant changes in tutee academic performance and behavior. Thirteen appendices provide the various forms, checklists, and surveys used in the study. (70 references) (DB)
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum Report, Nova University. Print has filled-in letters and may not reproduce well.