Using new CEC quality indicators and standards to determine the evidence base of classwide peer tutoring

Abstract

In order for students with disabilities to have the opportunity to meet the same academic standards and expectations as their peers in general education, students with disabilities are, more than ever, educated within the general education classroom. Placement in general education will not alone ensure the success of students with disabilities; it is essential that teachers use the most effective instructional strategies. Evidence based practices (EBPs) represent the most recent efforts to identify what works in education. A Council for Exceptional Children Workgroup has recently developed quality indicators and standards for determining EBPs in special education. The purpose of this study was to determine (a) the inter-rater reliability for Cook et al.'s (2013) proposed quality indicators and standards for special education and (b) whether classwide peer tutoring (CWPT) is an EBP for students with mild disabilities. Sixteen single subject studies met inclusion criteria; five were coded for inter-rater reliability. Kappa statistics for individual studies ranged from k = 0.16 to k = 1.0. Combined kappa was 0.64, which suggests substantial agreement (Landis & Koch, 1977). Percentage agreement scores were calculated for individual quality indicators. Inter-rater reliability was perfect (100%) for the majority of quality indicators (13/23), moderate (80%) for five quality indicators, and low (60%) for five quality indicators. None of the 16 studies were considered to be methodologically sound; therefore it was determined that there is currently insufficient evidence for CWPT to be considered an EBP for students with mild disabilities.