Date of Award

5-1-2001

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

First Advisor

Dr. Norman Hamm

Abstract

Class wide peer tutoring (CWPT) has been used as an effective intervention for reading, math, and spelling, as well as other subjects. The present study explored spelling and social skill improvement for students with attentional difficulties. Dependent measures included spelling improvement, mean initiations and responses, and total interaction times. Expected treatment effects were not as strong as found in previous studies for spelling. Social skill effects were mixed, with more consistent results obtained with the initiation and duration measures during the first baseline to implementation phase of CWPT. Response to initiation results were more mixed; perhaps because of the new friendships the students made.

Comments

An Education Specialist Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Specialist in Education Degree University of Nebraska Omaha. Copyright Todd Reznicek May, 2001

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