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Peer-Implemented Time Delay Procedures <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> Acquisiti<strong>on</strong><br />
of Chained Tasks by Students with Moderate<br />
<strong>and</strong> Severe Disabilities<br />
Janet Read Godsey<br />
Christian County Schools, Hopkinsville, Kentucky<br />
John W. Schuster, Amy Shearer Lingo, Belva C. Collins,<br />
<strong>and</strong> Harold L. Kleinert<br />
University of Kentucky<br />
Abstract: This study evaluated <str<strong>on</strong>g>the</str<strong>on</strong>g> effectiveness of <strong>and</strong> reliability of peer tutors implementing a c<strong>on</strong>stant time<br />
delay procedure when teaching four high school students with moderate <strong>and</strong> severe disabilities to prepare foods<br />
using picture recipes. We used a multiple probe design across subjects to determine <str<strong>on</strong>g>the</str<strong>on</strong>g> effectiveness of <str<strong>on</strong>g>the</str<strong>on</strong>g> peer<br />
tutor implemented c<strong>on</strong>stant time delay procedure <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> acquisiti<strong>on</strong> of chained food preparati<strong>on</strong> tasks. Data<br />
indicate that <str<strong>on</strong>g>the</str<strong>on</strong>g> tutors were effective in teaching <str<strong>on</strong>g>the</str<strong>on</strong>g> four students to prepare food using picture recipes. Peer<br />
tutors also implemented <str<strong>on</strong>g>the</str<strong>on</strong>g> procedure with a high degree of reliability. In additi<strong>on</strong>, all students maintained <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
tasks at high levels <strong>and</strong> resp<strong>on</strong>ded with 100% accuracy during <str<strong>on</strong>g>the</str<strong>on</strong>g> final maintenance assessment. Discussi<strong>on</strong><br />
includes a comparis<strong>on</strong> of reliability data with o<str<strong>on</strong>g>the</str<strong>on</strong>g>r studies utilizing teacher-implemented c<strong>on</strong>stant time delay<br />
<strong>and</strong> chained tasks.<br />
Finding <str<strong>on</strong>g>the</str<strong>on</strong>g> pers<strong>on</strong>nel required to provide<br />
high quality, individualized instructi<strong>on</strong> for students<br />
with moderate <strong>and</strong> severe disabilities is<br />
<strong>on</strong>e of <str<strong>on</strong>g>the</str<strong>on</strong>g> most difficult obstacles classroom<br />
teachers face. Because <str<strong>on</strong>g>the</str<strong>on</strong>g> intellectual <strong>and</strong><br />
physical capabilities of many students with<br />
moderate <strong>and</strong> severe disabilities require repeated,<br />
systematic, individualized instructi<strong>on</strong>,<br />
teachers often find that that students may<br />
have to do a lot of waiting <strong>and</strong> “seatwork”<br />
activities while teacher time is spent for individualized<br />
<strong>and</strong> small group instructi<strong>on</strong> elsewhere.<br />
Teachers who have many students requiring<br />
this type of instructi<strong>on</strong> find it nearly<br />
impossible to provide students with sufficient<br />
This study was <str<strong>on</strong>g>the</str<strong>on</strong>g> first author’s <str<strong>on</strong>g>the</str<strong>on</strong>g>sis <strong>and</strong> was<br />
completed as part of <str<strong>on</strong>g>the</str<strong>on</strong>g> requirements for a Master<br />
of Science degree in <str<strong>on</strong>g>the</str<strong>on</strong>g> Department of Special<br />
Educati<strong>on</strong> <strong>and</strong> Rehabilitati<strong>on</strong> Counseling at <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
University of Kentucky. Corresp<strong>on</strong>dence c<strong>on</strong>cerning<br />
this article should be addressed to John W.<br />
Schuster, 229 Taylor Educati<strong>on</strong> Building, Department<br />
of Special Educati<strong>on</strong> <strong>and</strong> Rehabilitati<strong>on</strong><br />
Counseling, University of Kentucky, Lexingt<strong>on</strong>, KY<br />
40506-0001. E-mail: jwschu01@uky.edu<br />
Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities, 2008, 43(1), 111–122<br />
© <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> <strong>on</strong> Developmental Disabilities<br />
opportunities to resp<strong>on</strong>d during instructi<strong>on</strong>al<br />
sessi<strong>on</strong>s, <str<strong>on</strong>g>the</str<strong>on</strong>g>reby limiting <str<strong>on</strong>g>the</str<strong>on</strong>g> student’s opportunities<br />
in building acquisiti<strong>on</strong> skills to fluency,<br />
maintenance, <strong>and</strong> generalizati<strong>on</strong> levels<br />
(Kamps, Locke, Delquadri, & Hall, 1989).<br />
Although placement of students with moderate<br />
<strong>and</strong> severe disabilities into general educati<strong>on</strong><br />
classrooms has produced mixed reacti<strong>on</strong>s<br />
from educators <strong>and</strong> given <str<strong>on</strong>g>the</str<strong>on</strong>g> evergrowing<br />
number of peers without disabilities<br />
in high school special educati<strong>on</strong> classrooms in<br />
credit generating peer programs, it does provide<br />
an opportunity to utilize instructi<strong>on</strong>al assistance<br />
in <str<strong>on</strong>g>the</str<strong>on</strong>g> form of peer tutors. Classroom<br />
teachers may be reluctant to use this instructi<strong>on</strong>al<br />
arrangement for numerous reas<strong>on</strong>s.<br />
First, teachers may w<strong>on</strong>der if peer-delivered<br />
instructi<strong>on</strong> is as reliable or efficient as teacher<br />
<strong>and</strong> paraprofessi<strong>on</strong>al instructi<strong>on</strong>. Sec<strong>on</strong>d,<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g>y also may expect that peer tutors will lack<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> discipline to perform <str<strong>on</strong>g>the</str<strong>on</strong>g> procedures systematically.<br />
Finally, teachers may have c<strong>on</strong>cerns<br />
that peer tutors, even after extensive<br />
training, may not generalize <str<strong>on</strong>g>the</str<strong>on</strong>g>ir use of systematic<br />
procedures when assigned to teach<br />
different skills or with different students.<br />
Peer-Implemented Time Delay / 111