Evidence-based practice: A quality indicator analysis of peer-tutoring in adapted physical education

• Published in: Research in developmental disabilities Vol. 34; no. 9; pp. 2514 - 2522
• Main Authors: Kalef, Laura, Reid, Greg, MacDonald, Cathy
• Format: Journal Article
• Language: English
• Published: Amsterdam Elsevier Ltd 01.09.2013; Elsevier
• Subjects: Adapted physical education; Biological and medical sciences; Disability; Evidence-based practice; Evidence-Based Practice - standards; Humans; Medical sciences; Peer Group; Peer instruction; Peer-tutoring; Physical education; Physical Education and Training - methods; Physical Education and Training - standards; Premature; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Quality indicators; Quality management; Special education. Orthophony; Treatments; Quality indicators; Peer-tutoring; Adapted physical education; Evidence-based practice; Handicap; Human; Developmental disorder; Peer tutoring teaching; Indicator; Treatment; Quality; Physical education; Special education
• ISSN: 0891-4222; 1873-3379; 1873-3379
• DOI: 10.1016/j.ridd.2013.05.004

•A quality indicator analysis of studies addressing peer tutoring.•Fifteen research studies employing group-experimental or single-subject designs.•Claims of peer-tutoring being an evidence-based practice are premature.•Recommendations for clarifying and applying the quality indicators offered. The purpose of the research was to conduct a quality indicator analysis of studies investigating peer-tutoring for students with a disability in adapted physical education. An electronic search was conducted among English journals published from 1960 to November 2012. Databases included ERIC, PsycINFO, and SPORTDiscus. Fifteen research studies employing group-experimental (Gersten et al., 2005) or single-subject designs (Horner et al., 2005) met inclusion criteria. Each study was assessed for the presence and clarity of quality indicators. Group designs met an average of 62.5% essential and 69% desirable indicators. An average of 80% of indicators was present for single-subject designs. Results suggest claims of peer-tutoring being an evidence-based practice are premature. Recommendations for clarifying and applying the quality indicators are offered.