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During 0-s sessi<strong>on</strong>s, <str<strong>on</strong>g>the</str<strong>on</strong>g> prompter gave an<br />
attenti<strong>on</strong>al cue, stated a task request (e.g.,<br />
“Make ______”), immediately provided <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
c<strong>on</strong>trolling prompt (i.e., a verbal/model<br />
prompt of <str<strong>on</strong>g>the</str<strong>on</strong>g> step to be completed), <strong>and</strong><br />
waited 5 s for a student resp<strong>on</strong>se. If a student<br />
initiated a resp<strong>on</strong>se, <str<strong>on</strong>g>the</str<strong>on</strong>g> prompter allowed <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
student 20 s to complete <str<strong>on</strong>g>the</str<strong>on</strong>g> step. After <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
prompter provided c<strong>on</strong>sequences for each<br />
step <str<strong>on</strong>g>the</str<strong>on</strong>g> tutor waited 5 s for <str<strong>on</strong>g>the</str<strong>on</strong>g> student to<br />
initiate <str<strong>on</strong>g>the</str<strong>on</strong>g> next step in <str<strong>on</strong>g>the</str<strong>on</strong>g> task analysis.<br />
During 5-s sessi<strong>on</strong>s, <str<strong>on</strong>g>the</str<strong>on</strong>g> prompter gave an<br />
attenti<strong>on</strong>al cue, stated a task request (e.g.,<br />
“Make <str<strong>on</strong>g>the</str<strong>on</strong>g> ______”), <strong>and</strong> waited 5 s for a student<br />
resp<strong>on</strong>se. If no resp<strong>on</strong>se occurred after<br />
5 s, <str<strong>on</strong>g>the</str<strong>on</strong>g> prompter provided <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>trolling<br />
prompt <strong>and</strong> waited 5 s for <str<strong>on</strong>g>the</str<strong>on</strong>g> student to imitate<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> prompt. If <str<strong>on</strong>g>the</str<strong>on</strong>g> student initiated a<br />
resp<strong>on</strong>se within 5 s, <str<strong>on</strong>g>the</str<strong>on</strong>g> prompter allowed <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
student 20 s to complete <str<strong>on</strong>g>the</str<strong>on</strong>g> resp<strong>on</strong>se. After<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> prompter provided <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>sequences, <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
tutor waited 5 s for <str<strong>on</strong>g>the</str<strong>on</strong>g> student to initiate <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
next step in <str<strong>on</strong>g>the</str<strong>on</strong>g> task analysis.<br />
The data collector recorded five possible<br />
resp<strong>on</strong>ses during training sessi<strong>on</strong>s. The data<br />
collector recorded a correct resp<strong>on</strong>se before<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> prompt (i.e., correct anticipati<strong>on</strong>) when a<br />
student initiated a resp<strong>on</strong>se before <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>trolling<br />
prompt <strong>and</strong> completed <str<strong>on</strong>g>the</str<strong>on</strong>g> step<br />
within 20 s. All correct anticipati<strong>on</strong>s resulted<br />
in specific verbal praise. The data collector<br />
recorded an incorrect resp<strong>on</strong>se before <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
prompt (i.e., n<strong>on</strong>-wait error) when a student<br />
initiated a resp<strong>on</strong>se before <str<strong>on</strong>g>the</str<strong>on</strong>g> prompt but<br />
completed <str<strong>on</strong>g>the</str<strong>on</strong>g> step (a) out of sequence (sequence<br />
error), (b) incorrectly (topographical<br />
error), or (c) with too l<strong>on</strong>g of a durati<strong>on</strong><br />
(durati<strong>on</strong> error). These errors resulted in <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
prompter interrupting <str<strong>on</strong>g>the</str<strong>on</strong>g> student, reminding<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> student to wait, <strong>and</strong> delivering <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
c<strong>on</strong>trolling prompt. When a student initiated<br />
a resp<strong>on</strong>se within 5 s after <str<strong>on</strong>g>the</str<strong>on</strong>g> delivery of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
c<strong>on</strong>trolling prompt <strong>and</strong> completed <str<strong>on</strong>g>the</str<strong>on</strong>g> step<br />
within 20 s, <str<strong>on</strong>g>the</str<strong>on</strong>g> data collector recorded a correct<br />
after <str<strong>on</strong>g>the</str<strong>on</strong>g> prompt (i.e., correct wait).<br />
These resp<strong>on</strong>ses resulted in <str<strong>on</strong>g>the</str<strong>on</strong>g> trainer delivering<br />
verbal praise. The data collector recorded<br />
an incorrect after <str<strong>on</strong>g>the</str<strong>on</strong>g> prompt (i.e.,<br />
wait error) when a student initiated a resp<strong>on</strong>se<br />
within 5sof<str<strong>on</strong>g>the</str<strong>on</strong>g>prompter delivering<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>trolling prompt <strong>and</strong> completed <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
step (a) out of sequence (sequence error), (b)<br />
incorrectly (topographical error), or (c) with<br />
too l<strong>on</strong>g of a durati<strong>on</strong> (durati<strong>on</strong> error). When<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g>se errors occurred, <str<strong>on</strong>g>the</str<strong>on</strong>g> prompter redelivered<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>trolling prompt <strong>and</strong> waited for a<br />
student resp<strong>on</strong>se. If <str<strong>on</strong>g>the</str<strong>on</strong>g> student still did not<br />
complete a correct resp<strong>on</strong>se, <str<strong>on</strong>g>the</str<strong>on</strong>g> prompter<br />
notified <str<strong>on</strong>g>the</str<strong>on</strong>g> teacher. When a student did not<br />
initiate a resp<strong>on</strong>se within5sof<str<strong>on</strong>g>the</str<strong>on</strong>g>c<strong>on</strong>trolling<br />
prompt <str<strong>on</strong>g>the</str<strong>on</strong>g> data collector recorded a no resp<strong>on</strong>se,<br />
<strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> prompter delivered an additi<strong>on</strong>al<br />
attenti<strong>on</strong>al cue <strong>and</strong> prompt while completing<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> step for <str<strong>on</strong>g>the</str<strong>on</strong>g> student.<br />
At <str<strong>on</strong>g>the</str<strong>on</strong>g> end of each sessi<strong>on</strong>, <str<strong>on</strong>g>the</str<strong>on</strong>g> student ate<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> prepared food. Training sessi<strong>on</strong>s c<strong>on</strong>tinued<br />
until each student reached three sessi<strong>on</strong>s<br />
at 100% correct anticipati<strong>on</strong>s.<br />
Maintenance<br />
After criteri<strong>on</strong> was reached <strong>on</strong> each task, <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
teacher c<strong>on</strong>ducted maintenance sessi<strong>on</strong>s at<br />
least <strong>on</strong>ce every 15 sessi<strong>on</strong>s until all students<br />
reached criteri<strong>on</strong> <strong>on</strong> all cooking tasks. The<br />
trainer c<strong>on</strong>ducted <str<strong>on</strong>g>the</str<strong>on</strong>g>se sessi<strong>on</strong>s like 5-s delay<br />
sessi<strong>on</strong>s.<br />
Experimental Design<br />
We used a multiple probe across subjects <strong>and</strong><br />
behaviors design to dem<strong>on</strong>strate experimental<br />
c<strong>on</strong>trol. Experimental c<strong>on</strong>trol was dem<strong>on</strong>strated<br />
when a change occurred in <str<strong>on</strong>g>the</str<strong>on</strong>g> dependent<br />
variable when, <strong>and</strong> <strong>on</strong>ly when, <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
independent variable was applied <strong>and</strong> this<br />
change occurred across tiers in a time-lagged<br />
manner.<br />
Reliability<br />
116 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-March 2008<br />
Peer tutor training. A general educati<strong>on</strong><br />
teacher collected procedural reliability data<br />
<strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> teacher’s implementati<strong>on</strong> of <str<strong>on</strong>g>the</str<strong>on</strong>g> peer<br />
tutor training procedure during 100% of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
training sessi<strong>on</strong>s. The teacher calculated <str<strong>on</strong>g>the</str<strong>on</strong>g>se<br />
data by dividing <str<strong>on</strong>g>the</str<strong>on</strong>g> number of trainer behaviors<br />
observed by <str<strong>on</strong>g>the</str<strong>on</strong>g> number of trainer behavior<br />
planned <strong>and</strong> multiplying by 100 (Billingsley,<br />
White, & Muns<strong>on</strong>, 1980). Some of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
trainer behaviors measured included providing<br />
definiti<strong>on</strong>s <strong>and</strong> examples of key terms,<br />
passing out materials, dem<strong>on</strong>strating <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>stant<br />
time delay procedure, having students<br />
role play, providing written examinati<strong>on</strong>s, <strong>and</strong><br />
providing feedback.