Peer tutoring for children with attention deficit hyperactivity disorder: Effects on classroom behavior and academic performance

We investigated the effects of classwide peer tutoring (CWPT) on the classr oom behavior and academic performance of students with attention deficit hy peractivity disorder (ADHD). Typical instructional activities were contrast ed with CWPT for 18 children with-ADHD and 10 peer comparison students atte nding first- through fifth-grade general education classes. CWPT led to inc reases in active engagement in academic tasks along with reductions in off- task behavior for most participants. Of students with ADHD, 50% exhibited i mprovements in academic performance in math or spelling during CWPT conditi ons, as measured by a treatment success index. Participating teachers and s tudents reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with AD HD in general education settings.