Tutoring for students with attention-deficit/hyperactivity disorder: Effects on reading performance at home and school

The present study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity D isorder (ADHD), at home and at school. A multiple baseline across participa nts design was used to evaluate the effects of the parent tutoring procedur e with four students who were in grades 2 and 3. Results indicated that (a) reading performance in the home setting improved for all students; (b) rea ding performance in the school setting showed improvements, but data should be interpreted with some considerations; and (c) peer comparison data reve aled that although two students reached average: levels of performance at l east one time during the study, students did not catch up to these levels o f performance. In addition, students attitudes toward reading remained stab le or improved, and favorable acceptability ratings were obtained from teac hers, parents, and students. Limitations and implications for practice and further research are discussed.