Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Effects of Peer Tutoring and Academic Self-Monitoring on the Mathematics Vocabulary Performance of Secondary Students with Emotional or Behavioral Disorders

  • Brittany L. Hott (Author) Texas A&M University- Commerce image/svg+xml
    Brittany Hott is an Assistant Professor at Texas A&M University- Commerce. Her research interests include emotional and behavioral disorders and quantitative research synthesis. She teaches research methods and assessment courses.
  • Anya Evmenova (Author) George Mason University image/svg+xml
    Anya S. Evmenova is an Assistant Professor of special education in the College of Education and Human Development at George Mason University. She teaches master and doctoral level courses in research methods, special education, and assistive technology. Dr. Evmenova's research interests include the use of assistive and instructional technology for improving access to general education curriculum for students with various abilities and needs, Universal Design for Learning, online teaching and learning, as well as advances in the field of single-subject/case research methods.
  • Frederick J. Brigham (Author) George Mason University
    Frederick Brigham is an Associate Professor at George Mason University, in Fairfax, VA. His research interests include decision-making in educational settings, assessment of instruction, and effective instruction. He teaches courses in assessment, methods for secondary education, research design, and statistics.
DOI
https://doi.org/10.64546/jaasep.254
Abstract
This study examined the effects of reciprocal peer tutoring coupled with academic self-monitoring on the mathematics vocabulary acquisition of students with emotional or behavioral disabilities (EBD). Six middle school students from diverse backgrounds with EBD attending a public, urban middle school participated in the study. A rigorous multiple baseline across student dyads design was implemented. Results indicated that reciprocal peer tutoring coupled with academic self-monitoring increased assignment completion. Further, results of vocabulary and cumulative test scores indicated that students increased their math vocabulary during the intervention phase. Social validity data indicated that students and teachers felt they benefited from both peer tutoring as well as academic self-monitoring interventions. Limitations and directions for future research are discussed.
Keywords
Behavior Disorders, Emotional Disturbances, Intervention, Mathematics Instruction, Middle School Students, Peer Teaching
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This research was supported by a grant from the US Department of Education, #H325D080036. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

There are 48 references in total.
How to Cite
Hott, B. L., Evmenova, A., & Brigham, F. J. (2014). Effects of Peer Tutoring and Academic Self-Monitoring on the Mathematics Vocabulary Performance of Secondary Students with Emotional or Behavioral Disorders. Journal of the American Academy of Special Education Professionals, 9(3), 113-132. https://doi.org/10.64546/jaasep.254

Fall 2014

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  • Article Type Articles
  • Submitted August 22, 2014
  • Published October 15, 2014
  • Issue Fall 2014
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