The Effects of Cross-Age Tutoring on the Academic Achievement, Social Behaviors, and Self-Perceptions of Low-Achieving African-American Males with Behavioral Disorders

Four low-achieving fifth-grade African-American males with behavioral disorders tutored sight words to four low-achieving second-grade African-American males with behavioral disorders. Four fifth-grade and four second-grade African-American males with behavioral disorders who did not participate in the tutoring program served as comparisons for the tutors and tutees. The effects of the tutoring program on social behaviors was assessed through direct observations and pre/post ratings by classroom teachers. Similarly, self-ratings of social competence were obtained on all students. Percentage increases in sight words were greater for all tutors and tutees compared to those of their nontutoring peers. Positive social interactions were observed during tutoring and teacher ratings were more favorable for tutoring students. The intervention appeared to have no effect on self-perceptions of social skills. The results of this study validate the ability of low-achieving African-American males with behavioral disorders to serve as tutors and the beneficial effects for both tutees and tutors.

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Repeated Reading for Students with Emotional or Behavioral Disorders: Peer- and Trainer-Mediated Instruction

Behavioral Disorders ◽

10.1177/019874290503100108 ◽

2005 ◽

Vol 31 (1) ◽

pp. 51-64 ◽

Cited By ~ 24

Author(s):

John E. Staubitz ◽

Gwendolyn Cartledge ◽

Amanda L. Yurick ◽

Ya-Yu Lo

Keyword(s):

Behavioral Disorders ◽

Reading Fluency ◽

Oral Reading ◽

Repeated Reading ◽

Fifth Grade ◽

Baseline Design ◽

Beneficial Effects ◽

Fifth Grade Students ◽

Fluency And Comprehension ◽

Emotional Or Behavioral Disorders

This study evaluated the effects of a repeated reading (RR) intervention on the oral reading fluency and comprehension of six urban fourth and fifth-grade students with and at risk for emotional or behavioral disorders (EBD). A multiple baseline design across subjects was used to study RR effects according to gains in reading fluency, comprehension, and generalization to unpracticed passages under covert and overt timing conditions. Results indicated that all students improved both reading fluency (i.e., speed and accuracy) and comprehension when participating in RR. Improvements were also observed on the unpracticed generalization passages; the addition of overt timing and charting produced the greatest improvements. These gains were confirmed through administration of standardized tests in reading. Findings are described according to the beneficial effects of RR and the relative advantages of peer-mediated interventions with students with EBD.

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Are We Spinning Our Wheels? The Impact of PBIS, Counseling, and Mentoring on the Behavior and Achievement of Elementary Age African American Males

International Research in Higher Education ◽

10.5430/irhe.v4n4p7 ◽

2019 ◽

Vol 4 (4) ◽

pp. 7

Author(s):

Elesha Buckley ◽

Myron Labat ◽

David Lee ◽

Cherie Labat

Keyword(s):

African American ◽

African American Males ◽

African American Male ◽

Behavior Intervention ◽

Positive Behavior ◽

Male Students ◽

Fifth Grade ◽

African American Male Students ◽

Positive Behavior Intervention ◽

The Impact

The gap in educational achievement between African American males and their peers plays a key role in one of the most substantial problems facing American society (Burchinal, McCartney, Steinberg, Crosnoe, Friedman, McLoyd, & Picanta, 2011). However, the challenges faced by those working to narrow the achievement gap between African American males and their counterparts continue to persist. The purpose of this study was to explore the impact of Positive Behavior Intervention and Support (PBIS), counseling, and mentoring on disruptive classroom behavior among African American males. The researchers also examined whether Positive Behavior Intervention and Support (PBIS), counseling, and mentoring had an impact on reading scores of African-American male students in Pre-K through fifth grade. Prior studies in this area indicated that participation in PBIS was not a significant predictor of the number of disruptive behaviors that resulted in office referrals received by African American male students in Pre-K through fifth grade. Findings in this study seemed to be consistent with those studies. However, researchers did find participation in counseling to be a significant predictor of disruptive behaviors among African American male students in Pre-K through fifth grade.

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Bidirectional Associations Between Self-Perceptions of Aging and Processing Speed Across 3 Years

GeroPsych ◽

10.1024/1662-9647/a000165 ◽

2017 ◽

Vol 30 (2) ◽

pp. 49-59 ◽

Cited By ~ 12

Author(s):

Anna L. Seidler ◽

Julia K. Wolff

Keyword(s):

Processing Speed ◽

Personal Growth ◽

Significant Loss ◽

Path Model ◽

Outcome Variable ◽

Beneficial Effects ◽

Self Perceptions ◽

Chi Squared ◽

Perceptions Of Aging ◽

Bidirectional Associations

Abstract. Background: Previous studies point to a potential relationship between self-perceptions of aging (SPA) and cognitive performance. However, most of these studies are limited by their experimental design. Previous longitudinal studies looked solely at memory as an outcome variable without examining the directionality of effects. The present study examines the direction of effects between two domains of SPA (personal growth and physical losses) and processing speed (PS). Methods: The sample consists of 8,198 participants of the German Ageing Survey (DEAS), aged between 40 and 93 years. A cross-lagged path model was estimated to examine directions of relationships across 3 years via chi-squared difference tests for each domain of SPA. Results: In the unconstrained models, the effect of SPA domain personal growth in 2008 on PS in 2011 and vice versa were marginally significant. For SPA domain physical losses, the effect of SPA on PS was significant, whereas the other direction of the effect did not reach significance. However, the cross-lagged paths of both domains of SPA on PS and vice versa could be set equal without a significant loss of model fit. The resulting associations indicate a significant bidirectional relationship between both domains of SPA and PS. Discussion and conclusion: This study provides initial evidence that SPA can influence trajectories of cognitive decline and vice versa. The results emphasize the detrimental and beneficial effects that stereotypes can have on individuals and add further evidence to the theory of stereotype embodiment.

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