AN EXPANSION OF THE PEER‐TUTORING PARADIGM: CROSS‐AGE PEER TUTORING OF SOCIAL SKILLS AMONG SOCIALLY REJECTED BOYS

Abstract

We examined the effects of a cross-age peer-tutoring program on the social skills of 2 sixth-grade and 2 kindergarten socially rejected and isolated boys. Peer tutoring consisted of the older boys conducting social skills training with their younger tutees. The frequency of positive social interactions increased for all 4 boys, with maintenance of treatment gains following a 5-week interval.