Frameworks like Response to Intervention (RTI) and School-Wide Positive Behavior Interventions and Supports (SWPBIS) focus on the prevention and remediation of academic and behavioral problems. These frameworks require the implementation of evidence-based curricula and interventions, such that all students have access to effective approaches. Among teacher-led instructional and behavioral strategies, class-wide peer-mediated interventions and supports for children with academic or behavioral difficulties are promising (e.g., DuPaul, Ervin, Hook, & McGoey, 1998). The purpose of the proposed study was to examine the effectiveness of a peer-mediated intervention, Peer-Assisted Learning Strategies (PALS) Math (Fuchs, Fuchs, Karns, & Phillips, 2009), on classroom behaviors and math performance of fifth-grade students with academic and behavioral difficulties. Three fifth graders with math and classroom behavioral difficulties in a Southern California school district were enrolled in the study. An ABAB design was proposed, but an AB design was completed due to the COVID-19 pandemic’s interference in data collection. The results indicated a potential positive effect of PALS Math in classroom behaviors, but the ultimate impact of the intervention on math performance is unclear. Limitations with AB designs, other threats to internal and external validity, and future directions of research were discussed.

Since children with ADHD are commonly faced with academic and classroom behavioral challenges (e.g., DuPaul et al., 2004), it is vital to provide effective interventions and support to these students. Peer-Assisted Learning Strategies (PALS) is a structured, class-wide peer-tutoring program that has been found to have a potentially positive effect on students’ reading performance (e.g., phonics; What Works Clearinghouse Report, 2012). Previous research results indicated that PALS Math had positive effects on children/adolescents’ performance across performance levels and educational needs (e.g., Fuchs, Fuchs, Phillips, Hamlett, & Karns, 1995). Due to limited evidence supporting the use of PALS Math on students with ADHD and none supporting its effect on classroom engagement, the current study will examine whether the implementation of PALS Math can result in an increase in on-task behavior, a decrease in off-task behavior, and an improvement of math performance among students with ADHD. Both an ABAB design and a multiple baseline design are proposed for the current study. Further information about procedures, measures, and data analysis plan are provided in this research proposal.