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Figure 1. Percent of correct resp<strong>on</strong>ses for Jake <strong>and</strong> Louis during baseline, interventi<strong>on</strong>, <strong>and</strong> maintenance<br />
sessi<strong>on</strong>s.<br />
Discussi<strong>on</strong><br />
The first research questi<strong>on</strong> this study sought<br />
to answer c<strong>on</strong>cerned <str<strong>on</strong>g>the</str<strong>on</strong>g> effectiveness of a<br />
peer tutor-training program c<strong>on</strong>sisting of instructor<br />
modeling <strong>and</strong> triadic role-play. High<br />
procedural reliability data for <str<strong>on</strong>g>the</str<strong>on</strong>g>se training<br />
sessi<strong>on</strong>s occurred. Eleven of <str<strong>on</strong>g>the</str<strong>on</strong>g> 12 peer tutors<br />
selected to participate in this study met both<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> written <strong>and</strong> performance criteria within<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> allotted time. Both dependent <strong>and</strong> independent<br />
variable reliability data collected during<br />
interventi<strong>on</strong> sessi<strong>on</strong>s supports <str<strong>on</strong>g>the</str<strong>on</strong>g> effec-<br />
118 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-March 2008<br />
tiveness of <str<strong>on</strong>g>the</str<strong>on</strong>g> peer tutor training procedure.<br />
The fact that peer tutors were counterbalanced<br />
across students <strong>and</strong> tasks suggests that<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> peer tutor training procedure was effective<br />
in programming for peer tutor generalizati<strong>on</strong><br />
across different students <strong>and</strong> different<br />
tasks within <str<strong>on</strong>g>the</str<strong>on</strong>g> cooking curricular area. The<br />
success of this program c<strong>on</strong>tributes to <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
peer tutoring literature through replicating,<br />
in part, <str<strong>on</strong>g>the</str<strong>on</strong>g> peer tutor training procedures<br />
used by Collins et al. (1995). However, while<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> Collins et al. study addressed peer tutoring