Abstract
Behavioral effects of using conduct problem adolescents as cross-age tutors for elementary school-aged mentally retarded students were evaluated. Eighteen high school students. administratively classified as emotionally disturbed; were randomly assigned to one of three conditions: (a) Provision of cross-age tutoring, (b) Reception of peer tutoring, and (c) Reception of group counseling. Data assessing academic performance, absenteeism, and rates of disciplinary referrals were gathered on all subjects prior to, during, and after the interventions. When compared to students who received peer tutoring or group counseling, cross-age tutors improved significantly on social science and language arts grades, and had significantly reduced rates of absenteeism and disciplinary referrals. Furthermore, these changes were maintained during the follow-up period.
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