The Effects of Reverse-Role Tutoring on the Social Acceptance of Students with Behavioral Disorders
The objective of the study was to determine whether participating in reverse-role tutoring would improve nonhandicapped students' attitudes toward behaviorally disordered peers. A total of 88 students participated in the study; 6 fifth grade and 8 sixth grade aged behaviorally disordered tutors, 12 fifth grade and 16 sixth grade aged regular class tutees, and 46 fifth and sixth grade aged regular class students comprising two control groups. A pretest-posttest control group design was utilized to compare the responses made by tutees on a student attitudes questionnaire with the responses made by those in the control groups. Analysis of variance of the regular class students' pretest responses indicated that the behaviorally disordered students were less accepted than were regular class peers. Analysis of covariance showed that the tutees rated their behaviorally disordered tutors significantly higher than different-class controls. The tutees did not, however, generalize more positive attitudes toward a class of behaviorally disordered students with whom they did not have tutoring contact.