Effects of a Peer-Tutoring System Utilizing Students With Emotional Behavioral Disorders as Tutors and Students With Intellectual Disabilities as Tutees

Author

Vicki Koslin Howell, Nova Southeastern University

Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education

Advisor

Hardwick S. Johnson, Jr.

Committee Member

Sherry Burke

Committee Member

Kimberly Durham

Keywords

emotional behavioral disorder, intellectual disability, peer-tutoring, role model

Abstract

High school students with intellectual disabilities often find appropriate ways and times to socialize with their peers. In self-contained settings, students are often limited to interacting with only those within the classroom. In addition, students with emotional behavioral disorders often have deficits in social domains and in self-esteem. Improving socializations of students with disabilities has always been a concern of both parents and teachers. Peer-mediated learning has been a proven effective way to instruct students with disabilities. Placing a student with an emotional behavioral disorder in the position of a peer tutor allows them to feel more secure in their own skills. A multiple baseline across subject design was used to evaluate the effectiveness of a peer-tutoring program in which students with emotional behavioral disorders tutored students with moderate intellectual disabilities with the aim of increasing social initiations in students with moderate intellectual disabilities.

NSUWorks Citation

Vicki Koslin Howell. 2017. Effects of a Peer-Tutoring System Utilizing Students With Emotional Behavioral Disorders as Tutors and Students With Intellectual Disabilities as Tutees. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. (218)
https://nsuworks.nova.edu/fse_etd/218.