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.
Recommended Citation
Reznicek, Todd, "The Efficacy of Classwide Peer Tutoring on Students with Attentional Difficulties" (2001). Student Work. 2327.
https://digitalcommons.unomaha.edu/studentwork/2327
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