Teachers implementing tutoring programs in which their students with emotional and behavioral disorders (EBD) serve as cross-age tutors (CAT-EBD) for younger students in need of additional instruction have reported improvements in academic, social-emotional, and behavioral skills for both tutees and tutors. This practitioner-lead article features firsthand experiences and insights from a special educator implementing such a program. In addition to identifying the perceived strengths, challenges, and overall outcomes of a CAT-EBD program, the experiences within the case study highlight connections and recommendations for effective planning, training, supervising, and supporting of students with EBD as tutors. Practical strategies are provided in support of the challenges identified in implementing and sustaining a CAT-EBD program.

实施辅导计划的教师报告说，他们的患有情绪和行为障碍 (EBD) 的学生为需要额外指导的年轻学生担任跨年龄辅导员 (CAT-EBD)，他们的学业、社交情绪和行为技能都得到了改善学生和导师。这篇从业者主导的文章介绍了实施此类计划的特殊教育者的第一手经验和见解。除了确定 CAT-EBD 计划的感知优势、挑战和总体结果外，案例研究中的经验还强调了有效规划、培训、监督和支持以 EBD 为导师的学生的联系和建议。提供了实用的策略来支持在实施和维持 CAT-EBD 计划中确定的挑战。