The Study of the Effects on the Cross-Age Tutoring Program For Middle-School Students with Severely Emotional Disorders

• Main Authors: Yu-Min Hsieh, 謝攸敏
• Other Authors: Hua Feng
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/01622679353092891111

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 93 === The study was designed to investigate the effects of cross-age tutoring program for middle school students with severely emotional disorders. The purpose of the study included three dimensions:(a)the improvement of the tutors’ positive social skills and their development of self-concept;(b) the learning effects of the tutees on spelling or writing English vocabulary;(c)the social validity of the cross-age tutoring program. The study used single-subject multiple probe across-behaviors design and A-B-A′ design. Two 9th-grade students at Kaohsiung junior high school with severely emotional disorders were trained as tutors. They were individually paired with two 8th-grade students with learning disabilities for eleven weeks. The independent variable of the study was the cross-age tutoring program. Prior to the tutoring program, two tutors were trained for 10 sessions to be able to structure the tutoring program. The tutor training program included social skills, prompting skills and helping skills. The dependent variables were the percentage change in targeted positive social skills and self-concept from the tutors, the percentage of correct English spelling or writing, and interviews or questionnaires for tutors, tutees, resource room teachers, and regular class teachers. Positive social skills of tutors included three target behaviors: interpersonal behaviors, self-related behaviors, and work-related behaviors. Major results of this study were as follows: (a) The students with severely emotional disorders did well in each training session, and expressed good teaching techniques and attitudes. This implies that the tutors training had a positive effect. (b) The cross-age tutoring program showed positive improvement on social skills of the tutors with severely emotional disorders. (c) The cross-age tutoring program showed positive improvement on the self-concept of the tutors with severely emotional disorders (d) The cross-age tutoring program resulted in great improvement in the tutees’ ability to learn English. (e) The cross-age tutoring program showed positive evaluation on tutors, tutees, resource room teachers, and regular class teachers.