Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


31st Annual Convention; Chicago, IL; 2005

Event Details

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Paper Session #204
Int'l Paper Session - Evaluating Mathematics Instruction Practices
Sunday, May 29, 2005
1:30 PM–2:50 PM
Williford C (3rd floor)
Area: EDC
Chair: Kristin Mayfield (University of Florida)
Improving Mathematics Skills of Maltreated Children Using Untrained Peer Tutors
Domain: Applied Research
KRISTIN MAYFIELD (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: Abused and neglected children are at risk for educational problems, including below average academic achievement and repetition of grade levels. One academic intervention that may benefit this population is peer tutoring. The current study examined the effects of peer tutoring on the performance of four maltreated females (ages 9 to 16). In Experiment 1, an expert tutor provided 3-minute tutoring sessions to a peer tutor on 3 or 4 mathematics skills, and the peer tutor provided 3-minute tutoring sessions to a tutee using a multiple-baseline-across-behaviors design. The tutor was given no instructions, feedback, or other tutoring training. Tutors and tutees completed tests of the math skills and earned money for answering items correctly. Results showed that tutees improved in accuracy and rates of the skills and performed many skills (33% - 100%) at comparable levels to the tutors’ performance of the skills. In Experiment 2, instructional and motivational interventions were introduced for math skills not mastered by tutees during Experiment 1. Results revealed that variables such as instructions to tutors, removal of the 3-minute limit on tutoring sessions, corrective procedures for tutees’ errors, and reinforcement of high accuracy and rates of responding led to mastery of these skills by tutees.
Peer Tutoring Effects on Basic Math Facts Learning, Retention, and Generalization of Jordanian Elementary School Students
Domain: Basic Research
SUHA M. HASHEM AL-HASSAN (The Hashemite University)
Abstract: Peer tutoring has been demonstrated to be successful in promoting the academic and social skills of general education and special education students (Nazzal, 2002). Peer tutoring is an instructional strategy that actively engages students in learning and promotes mastery, accuracy, and fluency in content learning. The purpose of the study was to examine the effects of peer tutoring as a supplemental teaching method to the more traditional teaching method that teachers are using in classrooms to teach basic math facts to elementary school students who are at-risk of academic failure. Results showed that participants learned, maintained, and generalized more math facts during the peer tutoring condition.



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