OutcomeSocial –Emotional (Behavior)
This thesis proposed to implement a group treatment approach to establish peer tutoring skills in a group of atypical children. The present study adapted the method and procedure of the research of Jason et al. (1979) in which the investigators taught first and third grade school children peer tutoring behaviors. It was demonstrated that the children were able to learn and implement tutoring behaviors with each other. Second order effects which occurred but could not be unequivocally attributed to the behavioral intervention were an increase in appropriate classroom behaviors and improved grades in the subject areas targeted by the tutoring program. The present investigation focused upon teaching atypical children the tutoring behaviors of presenting a question, using corrective feedback, re-presenting the question and administering contingent praise. Each tutoring behavior was first modeled to the experimental subjects and subsequently was prompted in order to establish the tutoring behaviors.