The effects of classwide peer tutoring on the academic achievement and classroom deportment of children with attention deficit hyperactivity disorder

Abstract

The purpose of this study was to examine the effects of the ClassWide Peer Tutoring (CWPT) program on the academic achievement in spelling and off-task and fidgeting behaviors of children with Attention Deficit Hyperactivity Disorder (ADHD). Participants were comprised of 3, fourth-grade males who met the criteria for ADHD, Combined Type. Data were collected utilizing a multiple probe design across subjects. Evaluative instruments which were administered included: curriculum based measures (CBM) in spelling, weekly classroom spelling tests, and structured observations.