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Figure 1. Percent of correct responses for Jake and Louis during baseline, intervention, and maintenance sessions. Discussion The first research question this study sought to answer concerned <strong>the</strong> effectiveness of a peer tutor-training program consisting of instructor modeling and triadic role-play. High procedural reliability data for <strong>the</strong>se training sessions occurred. Eleven of <strong>the</strong> 12 peer tutors selected to participate in this study met both <strong>the</strong> written and performance criteria within <strong>the</strong> allotted time. Both dependent and independent variable reliability data collected during intervention sessions supports <strong>the</strong> effec- 118 / Education and Training in Developmental Disabilities-March 2008 tiveness of <strong>the</strong> peer tutor training procedure. The fact that peer tutors were counterbalanced across students and tasks suggests that <strong>the</strong> peer tutor training procedure was effective in programming for peer tutor generalization across different students and different tasks within <strong>the</strong> cooking curricular area. The success of this program contributes to <strong>the</strong> peer tutoring literature through replicating, in part, <strong>the</strong> peer tutor training procedures used by Collins et al. (1995). However, while <strong>the</strong> Collins et al. study addressed peer tutoring
Figure 2. Percent of correct responses for Charlie and Jonah during baseline, intervention, and maintenance sessions. with discrete tasks, results of this study extend <strong>the</strong> expectations of peer tutors’ abilities to chained task instruction, increasing <strong>the</strong>ir versatility in <strong>the</strong> classroom. The second research question addressed <strong>the</strong> degree of reliability with which peer tutors could implement constant time delay in teaching chained tasks. Dependent variable reliability data indicate that overall peer tutors collected student response data with 98% agreement (range 94-100%) with <strong>the</strong> reliability observer. Peer tutors as a whole were able to implement <strong>the</strong> response prompting strategy with 93% accuracy (range 84-99%). Wolery, Bailey, and Sugai (1988) state reliability above 90% is desirable, above 80% is acceptable. Nine out of <strong>the</strong> 11 peer tutors performed <strong>the</strong> steps of <strong>the</strong> constant time delay procedure with 90% or better accuracy. Results of <strong>the</strong> peer tutoring reliability data Peer-Implemented Time Delay / 119
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Education and Training in Developme
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Guardianship: Its Role in t
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guardians who are knowledgeable abo
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in budgeting and spending; (b) a sp
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and effective are essential to self
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involved in the gu
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sonal rights removed through guardi
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who are not trustworthy, and when o
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Discussion and Recommendations Lake
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DC: OSERS. (ERIC Document Reproduct
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people who do not have disabilities
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TABLE 1 School Demographics Demogra
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TABLE 2 Methods for Including Stude
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participate in service learning pro
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who are “more experienced” in s
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cern that they wer
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service learning activity for stude
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supports school personnel need to h
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Using Pivotal Response Training wit
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the trained peers
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Group B between one and two times p
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ing play sessions with Group B, Col
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learned to interact with ot
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Affirmative sentences emphasize a v
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identifying several important behav
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Kenji. For Kenji, all observation s
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Figure 2. Percentage of 10-s interv
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gaging in complicated verbal commun
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Results The results of the<
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when the person wa
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Effectiveness of the</stron
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is still encountering only one symb
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TABLE 1 Characteristic of Participa
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Page 73 and 74: TABLE 3 Major Findings Study Commun
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Page 79 and 80: nosed as having ASD. Therefore, PEC
Page 81 and 82: Preschool Teacher Perceptions of As
Page 83 and 84: TABLE 1 Teacher Demographics 1 Teac
Page 85 and 86: TABLE 3 Assistive Technology Self-A
Page 87 and 88: Integration or supplemental perspec
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Page 91 and 92: sessions, and the
Page 93 and 94: that would be difficult to develop
Page 95 and 96: Riemer-Reiss, M. L., & Wacker, R. R
Page 97 and 98: TABLE 1 Characteristics of Campers
Page 99 and 100: appropriate answers were provided.
Page 101 and 102: Figure 2. Effects of STAR intervent
Page 103 and 104: garding how to effectively interact
Page 105 and 106: Shafer K. (1992). Peer-mediating in
Page 107 and 108: proach, features are built into <st
Page 109 and 110: independent transitions were totale
Page 111 and 112: Figure 1. Number of independent tas
Page 113 and 114: type of skills (e.g., domestic, lei
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Page 119 and 120: General Procedures The dependent va
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Page 127 and 128: States’ Eligibility Guidelines fo
Page 129 and 130: Method Procedure The first author d
Page 131 and 132: TABLE 1—(Continued) IQ part score
Page 133 and 134: eligibility to exhibit an IQ two or
Page 135: ility guidelines for MR from state
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