ABSTRACT
A study designed to investigate how computer-assisted, peer tutoring can impact the acquisition, maintenance, and generalization of time telling skills with students with developmental delays. Tutoring was modified from Cooke, Heron, and Heward’s (1983) procedures, with the addition of using a computer to replace tutor huddle. Results showed increases in acquisition for all students, but maintenance was limited and generalization to untutored times was mixed. The results also proved computer-assisted tutoring to be a viable replacement for tutor huddle. Limitations of the study, implications for classroom teachers, and recommendations for future research are given.
