A randomized trial of individual tutoring for elementary school children with reading and behavior difficulties.

Children in Grades K-5, selected for reading and behavior problems, received individual tutoring in a program which aimed to detail a hierarchy of reading skills, locate the point on the hierarchy at which each child should work, and provide enthusiastic social reinforcement for successes. Children were randomly assigned to higher or lower frequency tutoring (one 45-min. session every 1.

Reduction in children's symptoms of attention deficit hyperactivity disorder and oppositional defiant disorder during individual tutoring as compared with classroom instruction.

Children who display symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in classrooms are reputed to display fewer symptoms in one-on-one interaction. We tested this hypothesis with children who received tutoring for reading and behavior problems. We selected 30 children whose teacher-rated ADHD symptoms fit a pattern consistent with DSM criteria for the diagnosis.