ERIC Number: EJ1212730
Record Type: Journal
Publication Date: 2019-May
Abstractor: As Provided
Students with Emotional-Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature
Watts, Gavin W.; Bryant, Diane Pedrotty; Carroll, Megan L.
Behavioral Disorders, v44 n3 p131-147 May 2019
The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional-behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees' improvement); the extent to which the model was effective in promoting desired academic and/or social-emotional-behavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of the effects; and the overall methodological quality and rigor of the included studies. Findings showed common training and instructional components across interventions and that tutors with EBD can implement cross-age tutoring procedures with fidelity. The cross-age model was shown to be effective in promoting academic and social-behavioral skills for the tutees as well as the tutors. Evidence for effectiveness in improving self-concept and attitude of the tutor with EBD was inconsistent. Implications and future research considerations are discussed.
Descriptors: Behavior Disorders, Emotional Disturbances, Cross Age Teaching, Tutors, Tutoring, Tutor Training, Outcomes of Education, Fidelity, Interpersonal Competence, Behavior Change, Self Concept, Attitudes
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Publication Type: Journal Articles; Information Analyses
Education Level: N/A
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