Efficacy of Constant Time Delay Implemented by Peer Tutors in General Education Classrooms
We evaluated the effects of teaching 13 typically developing children to use constant time delay when tutoring three of their peers who had substantial disabilities. We measured the extent to which the tutors used the constant time delay procedure correctly and the tutees' correct performance o...
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| Veröffentlicht in: | Journal of behavioral education 1994-12, Vol.4 (4), p.415-436 |
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| container_end_page | 436 |
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| container_title | Journal of behavioral education |
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| creator | Wolery, Mark Werts, Margaret G. Snyder, Erin D. Caldwell, Nicola K. |
| description | We evaluated the effects of teaching 13 typically developing children to use constant time delay when tutoring three of their peers who had substantial disabilities. We measured the extent to which the tutors used the constant time delay procedure correctly and the tutees' correct performance on the skills being taught. A multiple probe design across behaviors was used. The results indicated that (a) the tutors used each step of the constant time delay with a high degree of procedural fidelity; (b) the students with disabilities acquired the skills that were taught during peer tutoring; and (c) modifications of the procedure were required for 2 of the 3 students with disabilities, and the peers tutors were able to implement the modifications. Implications for practice and future research are described. |
| doi_str_mv | 10.1007/BF01539542 |
| format | Article |
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We measured the extent to which the tutors used the constant time delay procedure correctly and the tutees' correct performance on the skills being taught. A multiple probe design across behaviors was used. The results indicated that (a) the tutors used each step of the constant time delay with a high degree of procedural fidelity; (b) the students with disabilities acquired the skills that were taught during peer tutoring; and (c) modifications of the procedure were required for 2 of the 3 students with disabilities, and the peers tutors were able to implement the modifications. Implications for practice and future research are described.</description><subject>Children</subject><subject>Disabilities</subject><subject>Disabled persons</subject><subject>Education</subject><subject>Intellectual disability</subject><subject>Learning difficulties</subject><subject>Mental stimulation</subject><subject>Pedagogy</subject><subject>Peer tutoring</subject><subject>Special education</subject><subject>Special needs students</subject><subject>Students</subject><subject>Teachers</subject><subject>Teaching methods</subject><subject>Tutoring</subject><subject>Wechsler scales</subject><issn>1053-0819</issn><issn>1573-3513</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1994</creationdate><recordtype>article</recordtype><recordid>eNpFkDtPwzAUhS0EEqWwsCN5YkAKXL-aeIT0QaVKMJSFJXKcaylVEhc7GfLvCSqC6Z7h09G5HyG3DB4ZQPr0sgamhFaSn5EZU6lIhGLifMqgRAIZ05fkKsYDAOiMyxn5XDlXW2NH6h3NfRd70_V0X7dIl9iYkW7bY4Mtdj1WtBzpO2Kg-6H3IdK6oxvsMJiGrqrBmr72Hc0bE2Pwvo3X5MKZJuLN752Tj_Vqn78mu7fNNn_eJZbptE-ElVg64ZjmJdeZFVJbg5C60knFM-ecyHjpFCiQwOwiRVlWICqmdMmFtWJO7k-9x-C_Box90dbRYtOYDv0QC5GlasGAT-DDCbTBTxvRFcdQtyaMBYPiR1_xr2-C707wIU7P_pGSTdpgwcQ3qE9rng</recordid><startdate>19941201</startdate><enddate>19941201</enddate><creator>Wolery, Mark</creator><creator>Werts, Margaret G.</creator><creator>Snyder, Erin D.</creator><creator>Caldwell, Nicola K.</creator><general>Human Sciences Press, Inc</general><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>19941201</creationdate><title>Efficacy of Constant Time Delay Implemented by Peer Tutors in General Education Classrooms</title><author>Wolery, Mark ; Werts, Margaret G. ; Snyder, Erin D. ; Caldwell, Nicola K.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c197t-3c4ebf3f192b298c349cae07fbf4528fff382bf5050401c67e4bd03d159b23cc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1994</creationdate><topic>Children</topic><topic>Disabilities</topic><topic>Disabled persons</topic><topic>Education</topic><topic>Intellectual disability</topic><topic>Learning difficulties</topic><topic>Mental stimulation</topic><topic>Pedagogy</topic><topic>Peer tutoring</topic><topic>Special education</topic><topic>Special needs students</topic><topic>Students</topic><topic>Teachers</topic><topic>Teaching methods</topic><topic>Tutoring</topic><topic>Wechsler scales</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wolery, Mark</creatorcontrib><creatorcontrib>Werts, Margaret G.</creatorcontrib><creatorcontrib>Snyder, Erin D.</creatorcontrib><creatorcontrib>Caldwell, Nicola K.</creatorcontrib><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>Journal of behavioral education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wolery, Mark</au><au>Werts, Margaret G.</au><au>Snyder, Erin D.</au><au>Caldwell, Nicola K.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Efficacy of Constant Time Delay Implemented by Peer Tutors in General Education Classrooms</atitle><jtitle>Journal of behavioral education</jtitle><date>1994-12-01</date><risdate>1994</risdate><volume>4</volume><issue>4</issue><spage>415</spage><epage>436</epage><pages>415-436</pages><issn>1053-0819</issn><eissn>1573-3513</eissn><abstract>We evaluated the effects of teaching 13 typically developing children to use constant time delay when tutoring three of their peers who had substantial disabilities. 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| ispartof | Journal of behavioral education, 1994-12, Vol.4 (4), p.415-436 |
| issn | 1053-0819 1573-3513 |
| language | eng |
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| source | Jstor Complete Legacy; SpringerLink Journals - AutoHoldings |
| subjects | Children Disabilities Disabled persons Education Intellectual disability Learning difficulties Mental stimulation Pedagogy Peer tutoring Special education Special needs students Students Teachers Teaching methods Tutoring Wechsler scales |
| title | Efficacy of Constant Time Delay Implemented by Peer Tutors in General Education Classrooms |
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