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ERIC Number: EJ1134792
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
ISSN: EISSN-2325-7466
Effects of Peer Tutoring and Academic Self-Monitoring on the Mathematics Vocabulary Performance of Secondary Students with Emotional or Behavioral Disorders
Hott, Brittany L.; Evmenova, Anya; Brigham, Frederick J.
Journal of the American Academy of Special Education Professionals, p113-132 Fall 2014
This study examined the effects of reciprocal peer tutoring coupled with academic self-monitoring on the mathematics vocabulary acquisition of students with emotional or behavioral disabilities (EBD). Six middle school students from diverse backgrounds with EBD attending a public, urban middle school participated in the study. A rigorous multiple baseline across student dyads design was implemented. Results indicated that reciprocal peer tutoring coupled with academic self-monitoring increased assignment completion. Further, results of vocabulary and cumulative test scores indicated that students increased their math vocabulary during the intervention phase. Social validity data indicated that students and teachers felt they benefited from both peer tutoring as well as academic self-monitoring interventions. Limitations and directions for future research are discussed.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H325D080036