Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders

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Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research (2013, background): “…and across a wide range of settings that include general education classrooms (Lo & Cartledge, 2004), resource rooms (Maheady et al., 1988), self-contained classrooms (Sutherland & Snyder, 2007), alternative placements (Bowman-Perrott et al., 2007), and group homes (Mayfield & Vollmer, 2007).”
Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children With Autism (2010, background): “Among these, self-monitoring has been recommended as a means of actively involving students in the learning process (Agran et al., 2005; Ganz & Sigafoos, 2005; Stahr, Cushing, Lane, & Fox, 2006; Sutherland & Snyder, 2007).”
Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research (2015, background): “For example, Sutherland and Snyder (2007) examined the effects of Behavioral Disorders, 40 (2), 102–121 February 2015 / 105 self-graphing the number of words read correctly per minute on reading fluency and classroom behavior.”