Graduation Year

2005

Document Type

Ed. Specalist

Degree

Ed.S.

Degree Granting Department

Psychological and Social Foundations

Major Professor

Kelly Powell-Smith, Ph.D.

Keywords

ADHD predominantly inattentive type, Second grade students, Self-graphing, Curriculum-based measurement, Academic interventions

Abstract

This study examined the effects of peer tutoring and self-monitoring interventions on the oral reading performance of students exhibiting symptoms of Attention-Deficit/Hyperactivity Disorder: Predominantly Inattentive Type. A multiple baseline across participants design was used to evaluate the effectiveness of the peer tutoring and self-monitoring interventions with four second grade students who were tutored by fourth grade students. Results indicated that the median number of words read correct per minute as measured by curriculum-based measurement reading probes increased from baseline to intervention phases for three of the four tutee participants. In addition, the median number of errors from baseline to intervention phases decreased for three of the four participants. However, data were highly variable for three of the four participants.

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