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

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dc.contributor.authorMatheson, Carol
dc.date.accessioned2024-01-16T21:36:02Z
dc.date.available2024-01-16T21:36:02Z
dc.date.issued1997
dc.description.abstractThe 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.en_US
dc.identifier.citationMatheson, C. (1997). The effects of classwide peer tutoring on the academic achievement and classroom deportment of children with attention deficit hyperactivity disorder. Retrieved from ProQuest Digital Dissertations (AAT 9802703)en_US
dc.identifier.urihttps://www.ulethbridge.ca/lib/ematerials/handle/123456789/2915
dc.language.isoenen_US
dc.publisherPennsylvania State Universityen_US
dc.subjectClassWide Peer Tutoring
dc.subjectPeer tutoring
dc.subjectClassroom deportment
dc.subjectOff-task behavior
dc.subjectFidgeting behavior
dc.subject.lcshAttention-deficit hyperactivity disorder
dc.subject.lcshTutors and tutoring
dc.subject.lcshAcademic achievement
dc.subject.lcshSpelling ability--Testing
dc.subject.lcshAttention-deficit-disordered children--Education--United States
dc.subject.lcshAttention-deficit-disordered children--Behavior modification--United States
dc.titleThe effects of classwide peer tutoring on the academic achievement and classroom deportment of children with attention deficit hyperactivity disorderen_US
dc.typeThesisen_US

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