title: Embedded, constant time delay instruction by peers without disabilities in general education classrooms.
abstract: This study investigated the effects of a training package (written manual, individual training session, and ongoing verbal feedback) on middle school peer tutors' use of embedded, constant time delay procedures and on the learning outcomes for students with significant cognitive disabilities in general education settings. The study data showed that peer tutors could be trained quickly and efficiently to accurately use constant time delay and embedded instructional techniques in general education settings. The data also showed that peer tutors delivering embedded, constant time delay instruction in general education settings resulted in skill acquisition for students with significant cognitive disabilities. In addition, teacher and peer tutor measures were positive about the social validity of the procedures and outcomes of the peer-delivered embedded instructional package.
authors.affiliation: Department of Special Education, University of Utah, 1705 E. Campus Center Dr., Salt Lake City, UT 84112, USA. matt.jameson@ed.utah.edu
authors.forename: J Matt
authors.initials: JM
authors.lastname: Jameson
authors.forename: John
authors.initials: J
authors.lastname: McDonnell
authors.forename: Shamby
authors.initials: S
authors.lastname: Polychronis
authors.forename: Tim
authors.initials: T
authors.lastname: Riesen
mesh_terms: D000293:Adolescent; D002648:Child; D002658:Developmental Disabilities; D004519:Education, Special / Q000379:methods*; D005246:Feedback; D005260:Female; D006801:Humans; D008297:Male; D015588:Observer Variation; D015203:Reproducibility of Results; D013663:Teaching