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A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings

Authors:
Donald M. Stenhoff at Arizona State University
Donald M. Stenhoff
Benjamin Lignugaris/Kraft
Benjamin Lignugaris/Kraft
Benjamin Lignugaris/Kraft
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Abstract

Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidencebased practice. It appears that training tutors on how to implement instruction produces a large effect on tutee outcomes. Additional research is needed, however, to explore several factors regarding peer tutoring in general education classes and with secondary students with culturally diverse backgrounds.
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A Review of the Effects of Peer Tutoring on Students With Mild Disabilities i...
Donald M Stenhoff; Benjamin Lignugaris
Exceptional Children; Fall 2007; 74, 1; Research Library
pg. 8
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... Eight of the reviews examined outcomes specifically for students with EBD (Dunn et al., 2017;Kaya et al., 2015;Ryan et al., 2004;Spencer, 2006;Spencer et al., 2009;Wang et al., 2013;Watts et al., 2019). The other eight reviewed the literature to examine outcomes for students with EBD and other disabilities (Bowman-Perrott et al., 2013, 2014Mastropieri et al., 2000;Okilwa & Shelby, 2010;Osguthorpe & Scruggs, 1986;Stenhoff & Lignugaris-Kraft, 2007;Talbott et al., 2017;Wexler et al., 2015). Participant descriptions varied across the reviews, and authors often did not make a distinction between students with EBD, or students with an official diagnosis of ED under IDEA. ...
... First, Stenhoff and Lignugaris-Kraft (2007) examined study quality using the Horner et al. (2005) and Gersten et al. (2005) quality standards for SCR and group design studies, respectively. They found that SCR and group design studies "generally met the quality and outcome standards for peer tutoring to be considered an evidence-based practice for students in secondary settings" (p. ...
... Given the heterogeneity of effect sizes, their interpretations (i.e., non-effective, small, moderate, and large) were used hereby to summarize the effectiveness of the intervention across the reviews. For students with EBD, for academics, two reviews reported large effect sizes (Ryan et al., 2004;Stenhoff & Lignugaris-Kraft, 2007), two moderate to large (Bowman-Perrott et al., 2013;Dunn et al., 2017), one small to moderate (Okilwa & Shelby, 2010), and one ranging from no effect to large (Watts et al., 2019). For social-emotional/ behavioral outcomes, one review reported large effects (Okilwa & Shelby, 2010), one a moderate effect (Bowman-Perrott et al., 2014), another moderate to large effects (Stenhoff & Lignugaris-Kraft, 2007), and a final review (Watts et al., 2019) reported no effect to a large effect. ...
Peer Tutoring Interventions for Students With or At-Risk for Emotional and Behavioral Disorders: A Systematic Review of Reviews
Article
  • Sep 2022
  • BEHAV MODIF
This systematic review of reviews is the first to summarize peer tutoring outcomes for students with or at-risk for emotional and behavioral disorders (EBD). Eleven narrative literature reviews, three systematic reviews, and two meta-analyses of peer tutoring interventions that met inclusion criteria were summarized. Participants across the 16 reviews included more than 2,404 students with or at-risk for EBD in pre-kindergarten through grade 12 across 73 individual, unduplicated studies. Findings support the efficacy of peer tutoring for students with or at-risk for EBD regarding academic and behavioral outcomes. Lessons learned, and implications for research and practice derived from these reviews are provided.
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... While Heron, Welsch, & Goddard (2003) maintain that tutoring has been shown to be effective and cost-efficient, implementation of a tutoring program alone is not enough. Stenhoff & Lignugaris/Kraft (2007) noted that given the plethora of research supporting evidence-based tutoring practices, it is of great importance that tutor training take place prior to initiating tutoring sessions. ...
... In light of the research reporting the effectiveness of tutoring and its role in providing positive social support (Britner, et al, 2006;Heron, Welsh, & Goddard, 2003;Stenhoff & Lignugaris/Kraft, 2007;Watkins & Wentzel, 2008), it is of great importance that tutor training take place prior to initiating tutoring sessions. Clearly, tutors need to receive training and more specifically, a need has been demonstrated for additional education and instruction in tutoring students with disabilities. ...
Integrating Tutor Training into Faculty Mentorship Programming to Serve Students with Disabilities
Article
  • Jan 2011
Students with disabilities face a vast array of physical, cognitive, social, and external barriers. The combination of barriers and negative attitudes faced by students with disabilities makes it difficult to develop skills to be more independent in future academic and career-related settings. This article examines the importance of faculty mentorship and peer mentoring programs in relation to the academic success of students with disabilities as well as the need for additional tutor training in working with students with disabilities. The article reports on the Faculty Mentorship Program and tutor training sessions that were developed and implemented at Ball State University.
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... Kaynaştırma, çeşitli özel gereksinimlere sahip olan öğrencilerin karşılaşabilecekleri herhangi bir zorluk ve engelden bağımsız olarak nitelikli eğitim almaları için normal gelişim gösteren akranlarıyla genel eğitim sınıflarında eğitim alması olarak değerlendirilmektedir (Alquraini & Gut, 2012;Bui vd., 2010). Nitekim akranları ile aynı ortamda eğitim alan çocuğun akranlarından öğrenmesi veya sınıfta akran aracılı stratejilerin kullanılması, risk altında olan bu öğrencilerin yanı sıra normal gelişim gösteren öğrencilerin de gelişimine önemli katkılar sunmaktadır (Fisher vd., 1995;Sailor, 2002;Stenhoff & Lignugaris, 2007). Bununla birlikte süreç içerisinde öğretmenlerin rolü ve diğer uzmanlardan alınan destek ile etkili öğretim uygulamaları, destekleyici teknolojiler, yönetimsel destek ve ailenin desteği ve katılımı da kaynaştırma veya kapsayıcı eğitimin niteliğini arttırmaktadır (Alquraini & Gut, 2012). ...
An Investigation of Graduate Theses on Classroom Teachers' Instructional Practices Related to Inclusion
Article
Full-text available
  • Aug 2024
Introduction: Inclusion and the role of classroom teachers in this education process have become increasingly important in recent years. The number of postgraduate theses on inclusion has gradually increased in this context. In this direction, this study aims to examine the doctoral theses dealing with classroom teachers' instructional practices related to inclusion. Method: The study used document analysis. A total of fifty-four postgraduate theses on classroom teachers' instructional practices related to inclusion, determined by criterion sampling, were subjected to analysis. Findings: When the results obtained in the research are examined, it is seen that the laws and regulations enacted and the postgraduate studies carried out are historically parallel. However, methodologically, it was seen that more quantitative analyses were conducted on classroom teachers' instructional practices related to inclusion. It was found that designs and models such as descriptive/general survey, relational design, and case study were used intensively, and in terms of sampling methods, simple random sampling, criterion sampling, purposive sampling, and maximum variation sampling methods came to the fore. Again, when the subjects/variables addressed by the theses and the tendencies of the theses were examined, it was seen that the teaching and classroom practices carried out by classroom teachers related to inclusion gained weight. In addition, it was determined that the topics of classroom management in inclusion, teacher competencies or qualifications, support for teachers in special education, and teacher attitudes also formed a trend in postgraduate research. Discussion: As a result, when we look at the theses, it is seen that a method based on describing the existing situation and problems is followed, and experimental research, suggestions, planning, and modeling for solving problems or effective inclusion practices are missing.
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... this encapsulates peer tutoring because it can offer a range of benefits to students with special needs, such as improving academic performance and motivation with individualized feedback, scaffolding, and reinforcement. The study of Stenhoff and Lignugaris (2007) confirms that peer tutoring in secondary settings improves the academic performance of students with special needs, with training tutors significantly impacting tutee outcomes. Okilwa and Shelby (2010) supported that peer tutoring improves academic outcomes for students with disabilities in general and special education settings, regardless of disability type, and leads to academic growth in core subjects. ...
Unveiling the Secrets of Teaching Mathematics to Students with Special Needs: Challenges, Strategies, and Educator Insights
Article
Full-text available
  • Aug 2024
This study explores innovative strategies for teaching mathematics to students with special needs, focusing on the significant challenges educators face. Utilizing a qualitative research design through a case study method, data were gathered through semi-structured interviews with five experienced mathematics teachers in the Davao region, Philippines. Key challenges identified include inadequate training, poor communication with parents, difficulties in teaching basic mathematical concepts, short retention spans, and a lack of educational resources. These challenges highlight the need for specialized training and continuous professional development for teachers. The study identifies effective strategies to address these challenges, such as differentiated instruction, collaboration with co-educators, parent-teacher engagement, peer tutoring, and the integration of manipulatives and ICT in teaching. These approaches are shown to improve mathematical learning and cognitive engagement for students with special needs. The research emphasizes the importance of a supportive learning environment and the necessity for teachers to stay updated with the latest instructional methods and resources. The findings advocate for comprehensive support systems in inclusive education, aiming to enhance mathematical achievement and overall educational outcomes for students with special needs.
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... The teacher's strategy has generally enhanced the learners' abilities in comprehending written material. The peer tutoring strategy is well-documented and provides teachers with effective techniques to engage learners from various cultural and academic backgrounds in language acquisition and improving reading comprehension (Jones et al., 2017 (Okilwa & Shelby, 2010;Stenhoff & Lignugaris/Kraft, 2007). ...
The Effectiveness of Peer Tutoring in Enhancing Reading Comprehension of Ninth Grade Students
Article
Full-text available
  • Jul 2023
The study entitled The Effectiveness of Peer Tutoring in Enhancing Reading Comprehension of Grade 9 Students aims to determine the effectiveness of using peer tutoring as a strategy or tool to enhance the reading comprehension of the Grade 9 Students of Samal National High School. The research study utilized an experimental research specifically using pretest-posttest design to investigate the topic. The primary data were collected from a sample of sixty (60) students using a researcher-made reading comprehension questionnaire that had been validated by a panel of experts. Statistical tools such as weighted mean, and t-test were applied to analyze and interpret the data. The results indicated that the ninth grade students achieved the required level of reading comprehension. The study revealed a significant difference in reading comprehension before and after the implementation of peer tutoring, supporting the notion that peer tutoring contributed to the improvement of reading comprehension. As a result, it is recommended to conduct similar studies with a broader understanding of strategies for enhancing reading comprehension, beyond the focus on peer tutoring that has been demonstrated to be effective. Future researchers should encompass a wider scope, different research locations, and additional factors that were not considered in the present study.
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... The effectiveness of peer tutoring and the significance of metacognitive strategies in learning demonstrate that they are valuable tools for improving student learning and achievement. A large number of systematic reviews on peer tutoring in schools and higher education have been published such as peer tutoring in primary mathematics education (Alegre et al., 2019c); peer tutoring in medical education (Shenoy & Petersen, 2020); peer tutoring in secondary mathematics education (Alegre et al., 2019a); peer tutoring students with mild disabilities in secondary education (Stenhoff & Lignugaris/Kraft, 2007). Metacognition is a critical aspect of academic success, as it involves an individual's ability to assess one's own thinking and learning processes. ...
What does previous research tell us about the effects of peer tutoring on metacognition in primary and secondary schools?
Article
Full-text available
  • Jan 2023
This systematic evidence synthesis examined the reported research on the effect of peer tutoring on metacognition in primary and secondary school students. A comprehensive search of multiple databases, including ERIC, Education source, British Education Index, ProQuest, Scopus, and Psych Info was conducted. The evidence synthesis included experimental studies on peer tutoring and metacognition from 1st January 1990 to 11th November 2022. The criteria for inclusion were the use of randomized controlled or quasi-experimental designs with a control/comparison group, implementation of the intervention in formal school educational settings with students aged 5–18 years old, and the use of peer tutoring as an intervention and metacognition as a measured outcome. Seven-hundred and eighteen studies were identified including 86 duplicate records. Six-hundred and thirty-two records were screened for inclusion and 630 were rejected as not meeting the selection criteria, leaving two studies for inclusion. Studies were assessed for quality using the Briggs appraisal tool for quasi-experimental/experimental studies. Despite the abundance of literature on the effects of peer tutoring on academic and social outcomes, this review highlighted the severe lack of published peer-reviewed research on the impact of peer tutoring on metacognition in school students.
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... Peer tutoring strategy is highly manualized which can provide teachers with necessary strategies to engage culturally and academically diverse learners in improving language acquisition and reading comprehension (Jones et al., 2017). Subsequently, various literature reviews and research studies have supported it as an effective strategy across multiple academic and behavioural disciplines (Okilwa & Shelby, 2010;Stenhoff & Lignugaris/Kraft, 2007). ...
Peer Tutoring towards Improved Reading Comprehension of Grade 10 Learners in a National High School
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Full-text available
  • Jul 2022
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Psychological Treatments
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There are now a very wide range of psychosocial treatments for individuals with intellectual disabilities. Major treatment groups include behavior analysis, behavior modification, sensory interventions, cognitive behavior therapy (CBT), counseling, mindfulness, and psychotherapy. Most outcome research has been behavior analytic research using small N experimental designs and is associated with large effect sizes in many applications. Over the last 30 years, there has been increasing application of CBT that is associated with modest outcomes and questionable quality of research, although the application of anger management is associated with more robust effect sizes than application to anxiety and depression. In addition, recent research on mindfulness is another relatively new promising approach. Research on sensory interventions has proven to be negative when well-conducted and otherwise weak and absent, suggesting that sensory treatments are not recommended. Finally, there continues to be little outcome research on counseling and psychotherapy with individuals.
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Peer-Mediated Instruction: A Promising Approach to Meeting the Diverse Needs of LD Adolescents
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  • May 1988
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Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems
Article
  • Sep 1999
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