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ERIC Number: EJ1142193
Record Type: Journal
Publication Date: 2014
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0279-6015
EISSN: N/A
Direct and Collateral Effects of Peer Tutoring on Social and Behavioral Outcomes: A Meta-Analysis of Single-Case Research
Bowman-Perrott, Lisa; Burke, Mack D.; Zhang, Nan; Zaini, Samar
School Psychology Review, v43 n3 p260-285 2014
This meta-analysis examined the direct (primary) and collateral (secondary) effects of peer tutoring on social and behavioral outcomes for 128 participants in prekindergarten through grade 12 across 20 studies using SCR designs. The overall TauU weighted effect size across studies was 0.62 (95% CI [0.58, 0.66]), indicating that a small to moderate effect on behavioral and social outcomes can be attributed to peer tutoring. Moderator analyses indicated that cross-age tutoring, peer tutoring interventions that did not use reward contingencies, and interventions that measured direct effects yielded higher effect sizes. The direct effect of peer tutoring on behavioral and social outcomes was moderately large (ES 0.75), whereas the collateral effect was relatively small (ES 0.43). Furthermore, peer tutoring had a greater effect on improving social skills and social interactions (ES 0.69) and reducing disruptive and off-task behaviors (ES 0.60) than academic engagement (ES 0.38).
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A