Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.

中文翻译：

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具有 EBD 的跨年龄导师对面临数学困难风险的幼儿园儿童的影响

早年对数字能力的挑战会导致学习上的巨大差距，并与有害的长期结果相关。此外，患有情绪行为障碍 (EBD) 的学生可能需要解决一些最具挑战性的行为和学业需求。本研究的目的是确定利用有/有 EBD 风险的跨年龄导师（即年龄较大的学生）为有数学障碍风险的幼儿园学生提供数线棋盘游戏干预的效果和附带结果。使用跨参与者的多基线设计来评估以下研究问题：(a) 有 EBD 的跨年龄导师所进行的数线游戏对有数学困难的幼稚园学生的数学表现有何影响？(b) 有 EBD 的学生能否忠实地执行辅导程序？(c) 跨年龄辅导培训和实施对辅导员的课堂行为和 EBD 风险状况有何影响？辅导课程持续 25-30 分钟，每周 3 次，超过 10 周。结果表明，跨年龄辅导是一种有效且可行的模式，可以提高高危幼儿园儿童的数学成绩，并在较小程度上提高 EBD 学生的行为表现。