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Skill training. The teacher and one peer
tutor collected both dependent and independent
variable reliability data. They collected
<strong>the</strong>se data during 25% of all baseline sessions
and 26% of all intervention sessions. The
point-by-point method was used to calculate
dependent variable reliability data (i.e., dividing
<strong>the</strong> number of agreements by <strong>the</strong> number
of agreements and disagreements and multiplying
by 100). Procedural reliability data (i.e.,
independent variable reliability data) were
calculated according to formula cited by Billingsley
et al., 1980. Some of <strong>the</strong> behaviors
measured, when appropriate, included delivering
<strong>the</strong> attentional cue, stating <strong>the</strong> task request,
waiting <strong>the</strong> appropriate delay interval,
providing <strong>the</strong> controlling prompt, waiting <strong>the</strong>
response interval, and providing correct consequences.
Results
Reliability Data
Reliability data of <strong>the</strong> instructor training,
modeling and triadic role-play procedure for
training <strong>the</strong> peers tutors indicated 100% accuracy
during both peer tutoring training sessions.
During baseline sessions, student response
reliability data (i.e., dependent variable) resulted
in a 100% agreement. During intervention
sessions when student data collectors recorded
student responses, student response
reliability resulted in a mean agreement of
98% (range 94-100%).
During baseline sessions conducted by <strong>the</strong>
teacher, procedural reliability data resulted in
an overall mean accuracy of 99.5% (range
98-100%) in following <strong>the</strong> required intervention
behaviors. Procedural reliability data during
intervention sessions indicated that <strong>the</strong>
prompters followed <strong>the</strong> planned behaviors
with an overall mean accuracy of 93.1%
(range 84-99%).
Student Acquisition Data
Student acquisition data are displayed in Table
1 and Figures 1 and 2. Data are graphed
using separate symbols to represent total task
steps (<strong>the</strong> steps of turning <strong>the</strong> page between
each picture card are included) with open
TABLE 1
Number of Sessions Through Criterion
Student Skill
squares and critical steps (turning page steps
omitted) by open triangles. All students
achieved criterion on all tasks. Overall, students
required a total of 69 instructional sessions
to reach criterion on all tasks. Individual
students required between 6 and 12 sessions
per task to reach criterion (an average of 8.6
sessions). Across all tasks, students committed
a total of 40 errors through criterion. Individually,
students committed between 3 and 11
errors per task for an overall error percentage
of 1.04%. Error percentage was calculated by
dividing <strong>the</strong> number of errors committed by
<strong>the</strong> product of <strong>the</strong> total number of intervention
sessions per skill by <strong>the</strong> total number of
steps in each task analysis each student performed
(Schuster et al., 1988). Of <strong>the</strong> 40 total
errors, 39 (97.5%) were non-wait errors (i.e.,
errors before <strong>the</strong> prompt). The remaining error
was a wait error (i.e., an error after <strong>the</strong>
prompt) committed by Jake when acquiring
<strong>the</strong> grilled cheese task.
Student Maintenance Data
Number of Sessions
Through Criterion
Jake Milkshake 9
Grilled Cheese 7
Louis Milkshake 12
Grilled Cheese 9
Charlie Waffle 10
Juice 6
Jonah Waffle 9
Juice 7
Total 69
Maintenance data indicate that Jake and Charlie
maintained all tasks with 100% accuracy
throughout <strong>the</strong> length of <strong>the</strong> study. Louis’
performance decreased to 94% of total task
steps and 96% of critical steps during <strong>the</strong>
second maintenance probe session but returned
to 100% accuracy during <strong>the</strong> final
maintenance probe session. The teacher did
not collect maintenance data on Jonah due to
<strong>the</strong> end of <strong>the</strong> school year.
Peer-Implemented Time Delay / 117